Um \u00fer\u00f3un sk\u00f3lakerfis<\/a><\/h1>\nFr\u00e1 leiksk\u00f3la til h\u00e1sk\u00f3la til endurmenntunar. \u00cd auknum m\u00e6li hef \u00e9g leitast vi\u00f0 a\u00f0 sko\u00f0a menntakerfi\u00f0 \u00ed heild sinni og einbl\u00edna ekki um of \u00e1 einstaka \u00fe\u00e6tti \u00feess.\u00a0Mest hef \u00e9g skrifa\u00f0 um framhaldssk\u00f3la og h\u00e1sk\u00f3la. \u00c9g hef gefi\u00f0 \u00fat rit um leiksk\u00f3lastigi\u00f0. \u00c9g hef skrifa\u00f0 um\u00a0grunnsk\u00f3la og a\u00f0 hluta til um framhaldssk\u00f3la, \u00ed\u00a0Almenningsfr\u00e6\u00f0sla \u00e1 \u00cdslandi 1880-2007, sem Loftur Guttormsson ritst\u00fdr\u00f0i, en vinn n\u00fa einnig a\u00f0 k\u00f6flum um s\u00f6gu h\u00e1sk\u00f3lastigs og fullor\u00f0insfr\u00e6\u00f0slu auk almenns yfirlits um efni sem tekist er \u00e1 um \u00ed menntam\u00e1lum.
\nAlmennt tel \u00e9g a\u00f0 um margt \u00ed \u00fer\u00f3un sk\u00f3lastarfs s\u00e9 h\u00e6gt a\u00f0 sp\u00e1, a.m.k. mun meira en oft er l\u00e1ti\u00f0 \u00ed ve\u00f0ri vaka. \u00c1 \u00e1runum 1985-1987 reyndi \u00e9g a\u00f0 sp\u00e1, a\u00f0 v\u00edsu \u00ed mj\u00f6g gr\u00f3fum dr\u00e1ttum um framvindu \u00ed \u00edslenskum sk\u00f3lam\u00e1lum \u00e1rin 1985-2010. Sj\u00e1 meira.<\/a><\/p>\n<\/a>Hugmyndir og hugmyndasaga<\/a><\/h1>\n\u00de\u00f3tt \u00e9g beini sj\u00f3num a\u00f0 sk\u00f3lastarfi og \u00fer\u00f3un \u00feess hef \u00e9g ekki s\u00ed\u00f0ur \u00e1huga \u00e1 s\u00f6gu hugmyndanna sem \u00fev\u00ed tengjast. \u00c9g nefni undir \u00feessu heiti hvoru tveggja hugmyndas\u00f6gu og sk\u00f3las\u00f6gu. \u00cd greinarkorni \u00edMenntasporum<\/em>, afm\u00e6lisriti til hei\u00f0urs Lofti Guttormssyni t\u00f3k \u00e9g saman vangaveltur m\u00ednar um nokkrar lykilhugmyndir um kennslufr\u00e6\u00f0i og sk\u00f3la\u00fer\u00f3un. \u00cd \u00feessari grein er \u00fe\u00f3 ekkert s\u00e9rstaklega mi\u00f0a\u00f0 vi\u00f0 \u00edslenskar a\u00f0st\u00e6\u00f0ur, heldur \u00fer\u00f3un m\u00e1la almennt, b\u00e6\u00f0i \u00e1 evr\u00f3pskum og bandar\u00edksum vettvangi.
\nM\u00e9r s\u00fdnist \u00fdmsir l\u00e1ti sem \u00feeim s\u00e9 annt um s\u00f6gu og s\u00f6gukennslu en vilji svo sem minnst af henni l\u00e6ra. En \u00feetta segi \u00e9g \u00fe\u00f3 ekki berum or\u00f0um \u00ed greininni. Sj\u00e1 meira.<\/a><\/p>\n<\/a>Fjarkennsla, t\u00f6lvunotkun \u00ed sk\u00f3lastarfi og t\u00f6lvuvit (gervigreind)<\/a><\/h1>\nUm langa hr\u00ed\u00f0 heillu\u00f0u m\u00f6guleikar t\u00f6lvut\u00e6kninnar mig og \u00e9g taldi a\u00f0 me\u00f0 henni opnu\u00f0ust byltingakenndar lei\u00f0ir til n\u00e1ms og sk\u00f3lastarfs, \u00feetta var einkum \u00e1 \u00e1runum 1980-1990. Hugmyndir m\u00ednar snerust annars vegar um a\u00f0 gera t\u00f6lvuna a\u00f0 verkf\u00e6ri nemendanna og hins vegar a\u00f0 nota hana til samskipta og \u00fe\u00e1 \u00ed \u00fe\u00e1gu fjarkennslu. \u00c9g ger\u00f0i m\u00e9r miklar vonir um a\u00f0 \u00feessi n\u00fdja t\u00e6kni g\u00e6ti gj\u00f6rbreytt sk\u00f3lastarfi \u00e1 \u00fdmsa vegu. \u00dea\u00f0 reyndist mikill misskilningur, og hefur t\u00e6knin \u00ed \u00f6llum a\u00f0alatri\u00f0um or\u00f0i\u00f0 til \u00feess a\u00f0 festa \u00ed sessi hef\u00f0bundi\u00f0 sk\u00f3lastarf, \u00fe\u00f3tt vitaskuld megi finna \u00e1 \u00fev\u00ed margar \u00e1hugaver\u00f0ar undantekningar. Jafnframt \u00feessu haf\u00f0i \u00e9g \u00e1 \u00e1runum 1975-1985 mikinn \u00e1huga \u00e1 hugmyndum um t\u00f6lvuvit (gervigreind) og skrifa\u00f0i a\u00f0eins um \u00fea\u00f0 efni.Sj\u00e1 meira.<\/a><\/p>\n<\/a>Lestur og or\u00f0skynjun<\/h1>\nDoktorsverkefni mitt var um skynjun or\u00f0a, einkum um \u00fea\u00f0 hvort or\u00f0 v\u00e6ru lesin sem ein heild e\u00f0a sem safn stafa e\u00f0a annarra \u00fe\u00e1tta. Meginni\u00f0ursta\u00f0a m\u00edn var s\u00fa a\u00f0 vi\u00f0 \u00feekktum brot \u00far or\u00f0um, jafnvel einstaka stafi; heiti e\u00f0a einhver abstract l\u00fdsing stafanna skipti \u00fe\u00f3 ekki s\u00ed\u00f0ur m\u00e1li en \u00fatlit \u00feeirra. N\u00fdtt l\u00edkan or\u00f0skynjunar var sm\u00ed\u00f0a\u00f0, sem ger\u00f0i r\u00e1\u00f0 fyrir \u00ferepaskiptu or\u00f0skynjunarferli. Sj\u00e1 meira<\/a>.<\/p>\n<\/h1>\n<\/a>Ranns\u00f3knir nemenda<\/h1>\nA\u00f0ild a\u00f0 ranns\u00f3knarvinnu nemenda. \u00c9g hef noti\u00f0 samstarfs vi\u00f0 marga mj\u00f6g \u00f6fluga nemendur og hef sannreynt \u00e1 \u00fev\u00ed samstarfi hve miklu munar a\u00f0 fylgjast me\u00f0 \u00ed ranns\u00f3knum \u00feegar ma\u00f0ur er \u00ed \u00fev\u00ed umhverfi.
\nSj\u00e1 meistaraverkefni, sum \u00ed heild sinni.<\/a><\/p>\n<\/div>\n\nLeiksk\u00f3li - fr\u00edstundaheimili<\/a><\/h1>\n\u00c1ri\u00f0 2006 gaf \u00e9g \u00fat rit um s\u00f6gu og starfsemi leiksk\u00f3la, Fr\u00e1 g\u00e6slu til sk\u00f3la. Um \u00fer\u00f3un leiksk\u00f3la \u00e1 \u00cdslandi.<\/em> \u00cd \u00feessu riti leitast \u00e9g vi\u00f0 setja ramma um mikilv\u00e6g atri\u00f0i \u00ed sk\u00f3la\u00fer\u00f3un og nota leiksk\u00f3lann sem einkar \u00e1hugavert d\u00e6mi. Fr\u00edstundaheimili, er merkileg starfsemi, sem hefur einhvern veginn or\u00f0i\u00f0 \u00fatundan \u00ed umr\u00e6\u00f0u um sk\u00f3lastarf. \u00deau voru \u00ed upphafi tengd leiksk\u00f3lanum en eru n\u00fa mun frekar grunnsk\u00f3lanum, \u2013 og \u00fe\u00f3? Sj\u00e1 n\u00e1nar.<\/a><\/p>\nGrunnsk\u00f3li \u2013 Saga al\u00fe\u00fd\u00f0ufr\u00e6\u00f0slu \u00e1 \u00cdslandi<\/a><\/h1>\n\u00c9g vinn n\u00fa a\u00f0 ritun s\u00f6gu al\u00fe\u00fd\u00f0ufr\u00e6\u00f0slu \u00e1 \u00cdslandi \u00e1samt h\u00f3pi fr\u00e6\u00f0imanna undir ritstj\u00f3rn Lofts Guttormssonar pr\u00f3fessors. Minn hlutur beinist einkum a\u00f0 t\u00edmabilinu 1967-2007. \u00c9g skrifa 6 kafla um \u00fea\u00f0 t\u00edmabil. R\u00e1\u00f0gert a\u00f0 gefa riti\u00f0 \u00fat \u00ed vetrarbyrjun 2008. Sj\u00e1 meira<\/a>.<\/p>\nFramhaldssk\u00f3li -almennt<\/a><\/h1>\nFyrstu verkefni m\u00edn \u00ed H\u00e1sk\u00f3la \u00cdslands voru a\u00f0 kenna n\u00e1mss\u00e1larfr\u00e6\u00f0i \u00ed kennslur\u00e9ttindan\u00e1mi H\u00cd og s\u00ed\u00f0an einnig \u00ed KH\u00cd. Flj\u00f3tlega vakna\u00f0i \u00e1hugi minn \u00e1 muninum \u00e1 b\u00f3kn\u00e1mi og verkn\u00e1mi og hann hefur vegi\u00f0 \u00feungt alla t\u00ed\u00f0 s\u00ed\u00f0an, fyrst fr\u00e1 sj\u00f3narh\u00f3li n\u00e1msins sj\u00e1lfs, en s\u00ed\u00f0an me\u00f0 hli\u00f0sj\u00f3n af kerfinu; hvernig b\u00f3kn\u00e1mi\u00f0 hefur teki\u00f0 v\u00f6ldin af verkn\u00e1minu. H\u00e9r geri \u00e9g grein fyrir \u00fev\u00ed sem \u00e9g hef skrifa\u00f0 um \u00feessa \u00fe\u00e6tti, en s\u00ed\u00f0an fjalla \u00e9g um ranns\u00f3knir \u00e1 n\u00e1msframvindu. M\u00e9r s\u00fdnist a\u00f0 \u00e9g hafi beint athygli minni meira a\u00f0 framhaldssk\u00f3lanum heldur en nokkru \u00f6\u00f0ru sk\u00f3lastigi, og um \u00fea\u00f0 hef \u00e9g b\u00e6\u00f0i skrifa\u00f0 talsvert og haldi\u00f0 erindi. Sj\u00e1 meira.<\/a><\/p>\nFramhaldssk\u00f3li - framvinda, brotthvarf<\/a><\/h1>\nSj\u00e1 l\u00fdsingu \u00e1 umfangsmiklu ranns\u00f3knarverkefni um skilvirkni \u00ed framhaldssk\u00f3la, sem \u00e9g vinn n\u00fa a\u00f0 \u00e1samt \u00f6\u00f0rum (8.7.2008). \u00a0Sj\u00e1 meira.
\nErlent samstarf: DropIn<\/a>
\nErlent samstarf: International Research Network on Youth Education and Training
\nErlent samstarf: Gems.
\nSj\u00e1 meira.<\/a><\/p>\nStarfsmenntun<\/a><\/h1>\nUmfj\u00f6llun um starfsmenntun var \u00fea\u00f0 sem koma m\u00e9r \u00e1 spori\u00f0 vi\u00f0 athugun \u00e1 \u00fer\u00f3un menntunar. Starfsmenntun \u00ed \u00f6llum s\u00ednum myndum er a\u00f0 m\u00f6rgu leyti \u00e1hugaver\u00f0asti en um lei\u00f0 leyndard\u00f3msfyllsti \u00fe\u00e1ttur sk\u00f3lakerfisins. Sj\u00e1 meira<\/a>.<\/p>\nVer\u00f0laun Starfsmenntar\u00e1\u00f0s 2001.<\/em> \u00c1 grundvelli ranns\u00f3kna minna og \u00fe\u00e1ttt\u00f6ku \u00ed umr\u00e6\u00f0u um starfsmenntun var m\u00e9r veitt vi\u00f0urkenning Starfsmenntar\u00e1\u00f0s \u00e1ri\u00f0 2001. M\u00e9r \u00fe\u00f3tti m\u00e9r mikill s\u00f3mi s\u00fdndur me\u00f0 \u00feeirri vi\u00f0urkenningu og er afar stoltur af henni. Sj\u00e1 n\u00e1nar.<\/a><\/p>\nFullor\u00f0insfr\u00e6\u00f0sla og endurmenntun<\/a><\/h1>\nSta\u00f0a fullor\u00f0insfr\u00e6\u00f0slu og \u00fer\u00f3un hennar, samanbur\u00f0ur vi\u00f0 \u00f6nnur l\u00f6nd og um afst\u00f6\u00f0u f\u00f3lks til fullor\u00f0insfr\u00e6\u00f0slu. Sj\u00e1 n\u00e1nar.<\/a><\/p>\nH\u00e1sk\u00f3lastigi\u00f0<\/a><\/h1>\nUndanfari\u00f0 hefur veri\u00f0 l\u00edfleg umr\u00e6\u00f0aum h\u00e1sk\u00f3lam\u00e1l, en h\u00fan hefur \u00fe\u00f3 a\u00f0 m\u00ednu mati ekki veri\u00f0 n\u00e6gilega opin. \u00cd henni hef \u00e9g sett fram b\u00e6\u00f0i munnlega (sj\u00e1 vi\u00f0tal) og skriflega sj\u00f3narmi\u00f0 m\u00edn og m\u00e1 sj\u00e1 \u00feau undir kaflanum um h\u00e1sk\u00f3lastigi\u00f0. (22.8.2009). Sj\u00e1 meira<\/a>.<\/span><\/p>\nUndanfarin \u00e1r hef \u00e9g einnig rita\u00f0 talsvert um \u00fer\u00f3un h\u00e1sk\u00f3la b\u00e6\u00f0i \u00fer\u00f3unina h\u00e9r \u00e1 landi, en einnig \u00ed n\u00e1grannal\u00f6ndum okkar. \u00c9g hef bent \u00e1 \u00e1kve\u00f0in einkenni \u00fer\u00f3unar h\u00e1sk\u00f3la, og haldi\u00f0 fram vissri nau\u00f0hyggju \u00ed \u00fev\u00ed sambandi sem m\u00f6rgum er mj\u00f6g \u00ed n\u00f6p vi\u00f0, af \u00fdmsum \u00e1st\u00e6\u00f0um. \u00cd b\u00f3k um efni\u00f0 hef \u00e9g lagt \u00e1herslu \u00e1 a\u00f0 h\u00e1sk\u00f3laf\u00f3lk taki sj\u00e1lft frumkv\u00e6\u00f0i \u00ed umr\u00e6\u00f0u um m\u00e1lefni h\u00e1sk\u00f3lanna. H\u00e9r a\u00f0 ne\u00f0an \u00ed kaflanum um h\u00e1sk\u00f3lastigi\u00f0 er \u00edtarlegri umfj\u00f6llun um \u00feau atri\u00f0i sem \u00e9g tel skipta m\u00e1li. Sj\u00e1 meira.<\/a><\/p>\n<\/div>\nSk\u00f3la\u00fer\u00f3un<\/h1>\n
14.07.2008<\/p>\n
Undanfarin \u00e1r hef \u00e9g leitast vi\u00f0 a\u00f0 sko\u00f0a menntakerfi\u00f0 \u00ed heild sinni og einbl\u00edna ekki um of \u00e1 einstaka \u00fe\u00e6tti \u00feess. \u00dea\u00f0 m\u00e1 segja a\u00f0 \u00e9g spyrji spurninganna: Hvernig \u00fer\u00f3ast sk\u00f3lakerfi og hvers vegna \u00fer\u00f3ast \u00feau eins og \u00feau \u00feannig? en or\u00f0a \u00fe\u00e6r me\u00f0 \u00fdmsum h\u00e6tti eftir vi\u00f0fangsefninu hverju sinni. \u00de\u00f3tt \u00e9g einbeiti m\u00e9r a\u00f0 framhaldssk\u00f3la og h\u00e1sk\u00f3lastiginu \u00fe\u00e1 hef \u00e9g einnig gefi\u00f0 \u00fat rit um leiksk\u00f3lastigi\u00f0. <\/u>Almenningsfr\u00e6\u00f0slu ritinu skrifa \u00e9g einnig um grunnsk\u00f3la<\/u> og a\u00f0 hluta til um framhaldssk\u00f3la<\/u>. N\u00fa vinn \u00e9g einnig a\u00f0 k\u00f6flum um s\u00f6gu h\u00e1sk\u00f3lastigs<\/u> og fullor\u00f0insfr\u00e6\u00f0slu<\/u> auk almenns yfirlits<\/u>um \u00e1takaefnin (1.11.2009). \u00cd s\u00e9rst\u00f6kum kafla h\u00e9r \u00e1 s\u00ed\u00f0unni rek \u00e9g skrif m\u00edn um \u00fer\u00f3un framhaldssk\u00f3la og um h\u00e1sk\u00f3la<\/a>. \u00cd b\u00f3kinni fr\u00e1 G\u00e6slu til sk\u00f3la<\/em>(Sj\u00e1 Leiksk\u00f3la) geri \u00e9g grein fyrir mikilv\u00e6gum einkennum sk\u00f3la\u00fer\u00f3unar: st\u00f6\u00f0ugleika<\/u>, samfellu<\/u>, reglufestu<\/u>, b\u00f3kn\u00e1mshneig\u00f0<\/u> og kerfisreki<\/u>. \u00deessi einkenni eiga vi\u00f0 um \u00f6ll sk\u00f3lastig, en \u00e9g s\u00fdni hvernig \u00feau koma fram \u00ed \u00fer\u00f3un leiksk\u00f3lans og \u00ed \u00fer\u00f3un menntunar leiksk\u00f3lakennara.<\/p>\nJ\u00f3n Torfi J\u00f3nasson (2006). Fr\u00e1 g\u00e6slu til sk\u00f3la. Um \u00fer\u00f3un leiksk\u00f3la \u00e1 \u00cdslandi<\/strong><\/span>.<\/em><\/strong> Reykjav\u00edk: Ranns\u00f3knarstofa um menntakerfi. F\u00e9lagsv\u00edsindastofnun H\u00e1sk\u00f3la \u00edslands.<\/p>\n\u00c9g geri grein fyrir st\u00f6\u00f0ugleika<\/u> (\u00fer\u00e1stefjum), sem v\u00edsar til \u00feess a\u00f0 veri\u00f0 s\u00e9 a\u00f0 gl\u00edma vi\u00f0 s\u00f6mu atri\u00f0in aftur og aftur, \u00ed grein \u00ed afm\u00e6lisriti Lofts Guttormssonar:<\/p>\n
J\u00f3n Torfi J\u00f3nasson. (2008). <\/span>L\u00e6rt af s\u00f6gunni?<\/a><\/strong><\/span> \u00cd \u00d3l\u00f6f Gar\u00f0arsd\u00f3ttir, Helgi Sk\u00fali Kjartansson, Gu\u00f0mundur H\u00e1lfdanarson, D\u00f3ra S. Bjarnason og J\u00f3n Torfi J\u00f3nasson (Ritstj.), Menntaspor : rit til hei\u00f0urs Lofti Guttormssyni sj\u00f6tugum 5. apr\u00edl 2008<\/strong><\/em> (bls. 79-95). Reykjav\u00edk: S\u00f6guf\u00e9lag, 2008.<\/span><\/p>\n\u00c9g r\u00e6\u00f0i \u00feetta v\u00ed\u00f0a annars sta\u00f0ar, sj\u00e1 t.d. um h\u00e1sk\u00f3la<\/u>:<\/p>\n
*<\/em>J\u00f3n Torfi J\u00f3nasson. (2006). Can credentialism help to predict the convergence of institutions and systems of higher education?<\/em> CHER 19th Annual Conference Systems Convergence and Institutional Diversity? Centre for Research on Higher Education and Work, University of Kassel, Germany. September 7th-9th 2006. Paper<\/a><\/strong><\/span><\/p>\n*J\u00f3n Torfi J\u00f3nasson. (2005). Allt \u00e1 eina b\u00f3kina l\u00e6rt? Um reglufestu og einsleitni \u00ed \u00fer\u00f3un h\u00e1sk\u00f3la.<\/a> Uppeldi og menntun, 14(1)<\/em>, bls. 133-140.<\/p>\n*J\u00f3n Torfi J\u00f3nasson. (2003). Does the state expand schooling? A a study based on five Nordic countries<\/a>.<\/a> Comparative Education Review, 47<\/em>(2), 160-183.<\/p>\nog \u00ed umr\u00e6\u00f0u um framhaldssk\u00f3la<\/u><\/p>\n
*J\u00f3n Torfi J\u00f3nasson. (1998c). The Foes of Icelandic Vocational Education at the Upper Secondary Level. \u00cd Arild Tjeldvoll (ritstj.), Education and the Scandinavian Welfare State in the Year 2000 <\/em>(bls. 267-304). New York: Garland Publishing. (Sj\u00e1 greinasafn).<\/p>\n\u00a0\u00cd grein fr\u00e1 2002 r\u00e6\u00f0i \u00e9g me\u00f0 tilv\u00edsun \u00ed d\u00e6mi hve miklu getur skipt hvernig sta\u00f0an er metin \u00feegar vi\u00f0br\u00f6g\u00f0 stj\u00f3rnvalda e\u00f0a annarra eru \u00e1kve\u00f0in. \u00deetta mat r\u00e6\u00f0ur au\u00f0vita\u00f0 miklu um \u00fea\u00f0 hva\u00f0 gert er.<\/p>\n
*J\u00f3n Torfi J\u00f3nasson. (2002). Policy and reality in educational development: an analysis based on examples from Iceland.<\/u> Journal of Education Policy<\/em>. 17, 6, 659-671.<\/p>\nEr h\u00e6gt a\u00f0 sp\u00e1 um framt\u00ed\u00f0ina? <\/strong>
\n\u00c1ri\u00f0 1990 gaf \u00e9g \u00fat sp\u00e1 um framt\u00ed\u00f0 \u00edslenska menntakerfisins og \u00fear er \u00edgrundu\u00f0 \u00e1lyktun um hver sennileg \u00fer\u00f3un yr\u00f0i. \u00cd flestum atri\u00f0um vir\u00f0ist s\u00fa sp\u00e1 hafa sta\u00f0ist b\u00fdsna vel.\u00a0A\u00f0 \u00fdmsu leyti var um frumranns\u00f3kn a\u00f0 r\u00e6\u00f0a og mikil vinna l\u00e1 \u00ed \u00f6flun gagna, samantekt \u00feeirra og \u00farvinnslu. \u00dear fjalla \u00e9g um \u00f6ll stig \u00edslenska menntakerfisins, geri grein fyrir \u00fer\u00f3un hvers og eins og r\u00f6ksty\u00f0 hvers konar breytingum s\u00e9 rauns\u00e6tt a\u00f0 b\u00faast vi\u00f0. \u00dea\u00f0 sem \u00e9g setti \u00fearna fram hefur haft t\u00f6luver\u00f0 \u00e1hrif \u00e1 faglega umr\u00e6\u00f0u um fj\u00f6lm\u00f6rg m\u00e1lefni, svo sem um einsetinn sk\u00f3la, framhaldssk\u00f3lastigi\u00f0, \u00fer\u00f3un h\u00e1sk\u00f3lastigsins, um endurmenntun og fullor\u00f0insfr\u00e6\u00f0slu.<\/p>\nJ\u00f3n Torfi J\u00f3nasson (1990). Menntun \u00e1 \u00cdslandi \u00ed 25 \u00e1r, 1985 - 2010.<\/em> Reykjav\u00edk: Framkv\u00e6mdanefnd um framt\u00ed\u00f0ark\u00f6nnun. [143 s\u00ed\u00f0ur.]<\/span><\/p>\nErindi um framt\u00ed\u00f0ina. Segja m\u00e1 a\u00f0 langflest erinda minna fjalli um framt\u00ed\u00f0ina, en \u00e9g tilgreini \u00feau undir \u00fev\u00ed vi\u00f0fangsefni sem \u00feau eiga einkum vi\u00f0 um, nefni \u00fe\u00f3 h\u00e9r:<\/p>\n
2004.15 De nordiske s\u00e6rtrekk i globalt perspektiv? Tanker om uddannelse, udvikling, globalisering og flekisbilitet. R\u00e1\u00f0stefnan GLOBALT UTDANNINGSMARKED \u2013 NORDISK UTFORDRING. Nordisk Ministerr\u00e5ds temakonferanse om fleksibel l\u00e6ring. Hotel Loftlei\u00f0ir, Reykjav\u00edk, \u00cdsland 23. \u2013 24. september 2004.<\/span><\/p>\n![\"Efst](\"https:\/\/notendur.hi.is\/jtj\/vefurinn\/myndir\/adrar\/upp.gif\")
<\/a><\/p>\n<\/a>Hugmyndir og hugmyndasaga<\/h1>\n14.7.2008<\/p>\n
Gildi hugmynda- sk\u00f3las\u00f6gunnar <\/strong>
\nRitger\u00f0 um \u00feetta efni \u00ed afm\u00e6lisriti Lofts Guttormssonar er \u00ed \u00feremur hlutum. Fyrsti hlutinn fjallar um hugmyndina um kennslu me\u00f0 samtali, \u00fear sem kennari r\u00e6\u00f0ir vi\u00f0 nemanda til \u00feessa \u00f0 tryggja a\u00f0 hann \u00f6\u00f0list skilning \u00e1 vi\u00f0fangsefni s\u00ednu; annar hlutinn um breytingar \u00e1 sk\u00f3lastarfi almennt og hvernig \u00feeim farnast og \u00ed \u00feri\u00f0ja lagi rek \u00e9g breytingar \u00e1 umfangi sk\u00f3lastarfs og \u00fe\u00e1 reglufestu sem \u00fear r\u00edkir. Meginni\u00f0ursta\u00f0an er s\u00fa a\u00f0 sk\u00f3lasagan geti veri\u00f0 afskaplega gagnleg og margt megi af henni l\u00e6ra um \u00f6ll \u00feessi atri\u00f0i. Samt s\u00fdnist m\u00e9r a\u00f0 f\u00f3lk s\u00e9 alls ekki rei\u00f0ub\u00fai\u00f0 til \u00feess og gengur til verka \u00ed n\u00fdbreytnistarfi eins og \u00fea\u00f0 hafi ekki veri\u00f0 reynt fyrr. Umr\u00e6\u00f0an er ekkert s\u00e9rstaklega mi\u00f0u\u00f0 vi\u00f0 \u00fea\u00f0 sem hefur gerst h\u00e9r \u00e1 landi, en sennilega m\u00e1 heimf\u00e6ra e-\u00f0 af \u00fev\u00ed sem \u00e9g r\u00e6\u00f0i \u00e1 sk\u00f3lastarf h\u00e9r.<\/p>\nJ\u00f3n Torfi J\u00f3nasson. (2008). L\u00e6rt af s\u00f6gunni?<\/span> \u00cd \u00d3l\u00f6f Gar\u00f0arsd\u00f3ttir, Helgi Sk\u00fali Kjartansson, Gu\u00f0mundur H\u00e1lfdanarson, D\u00f3ra S. Bjarnason og J\u00f3n Torfi J\u00f3nasson (Ritstj.), <\/span>Menntaspor : rit til hei\u00f0urs Lofti Guttormssyni sj\u00f6tugum 5. apr\u00edl 2008<\/em><\/span> (bls. 79-95). Reykjav\u00edk: S\u00f6guf\u00e9lag, 2008.<\/span><\/p>\nNokkur erindi um efni\u00f0, en segja m\u00e1 um fj\u00f6lm\u00f6rg \u00f6nnur erindi a\u00f0 \u00e9g reyni almennt a\u00f0 setja hlutina \u00ed lj\u00f3sgeisla s\u00f6gunnar eftir \u00fev\u00ed sem m\u00e9r er unnt:<\/p>\n
2005.14\u00a0Hv\u00edt\u00e1rbakkask\u00f3linn og l\u00fd\u00f0h\u00e1sk\u00f3lahreyfingin. Erindi flutt \u00e1 100 \u00e1ra afm\u00e6li Hv\u00edt\u00e1rbakkask\u00f3la \u00e1 vegum Snorrastofu \u00ed Reykholti 22. okt\u00f3ber 2005.
\n2003.9 Hvers vegna er erfitt a\u00f0 l\u00e6ra af sk\u00f3las\u00f6gunni? Erindi flutt \u00e1 r\u00e1\u00f0stefnu FUM (f\u00e9lags um menntaranns\u00f3knir) \u00ed KH\u00cd Reykjav\u00edk, 22. n\u00f3vember 2003
\n2001.8 Geta sk\u00f3lar l\u00e6rt af sk\u00f3las\u00f6gunni? Erindi flutt \u00e1 m\u00e1l\u00feingi Ranns\u00f3knarstofnunar KH\u00cd, 19. september 2001.
\n2000.1 Framt\u00ed\u00f0 h\u00e1sk\u00f3la \u00e1 \u00cdslandi \u00ed lj\u00f3si s\u00f6gunnar.<\/a> Erindi flutt \u00e1 m\u00e1l\u00feingi menntam\u00e1lar\u00e1\u00f0uneytisins um h\u00e1sk\u00f3lastigi\u00f0 \u00ed Reykjav\u00edk, 19. febr\u00faar 2000.
\n1998.9 Getum vi\u00f0 l\u00e6rt af s\u00f6gunni? Erindi flutt \u00e1 fundi sk\u00f3lastj\u00f3ra \u00ed Reykjav\u00edk \u00e1 vegum Fr\u00e6\u00f0sluskrifstofu Reykjav\u00edkur, 11. desember 1998.
\n1998.2 \u201eN\u00fa hefur t\u00edminn svo a\u00f0 segja \u00e1 svipstundu umsteypt n\u00e1lega \u00f6llu.\u201c Erindi \u00ed S\u00f6guveislu \u00ed Kennarah\u00e1sk\u00f3la \u00cdslands til hei\u00f0urs Lofti Guttormssyni pr\u00f3fessor sextugum. 3. apr\u00edl 1998.
\n1997.4 Uppruni n\u00fat\u00edma menntakerfis \u00e1 \u00cdslandi. Erindi flutt \u00e1 \u00cdslenska s\u00f6gu\u00feinginu, \u00ed Reykjav\u00edk 30. ma\u00ed 1997.
\n1995.1 Hugmyndir [Bj\u00f6rns Halld\u00f3rssonar] um uppeldi og menntun. M\u00e1l\u00feing um s\u00e9ra Bj\u00f6rn Halld\u00f3rsson \u00ed Sau\u00f0lauksdal, 29. apr\u00edl 1995.<\/p>\n <\/p>\n
Um s\u00edmenntun.<\/strong> \u00cd ritinu G\u00e1tt \u00e1rsriti Fr\u00e6\u00f0slumi\u00f0st\u00f6\u00f0var atvinnul\u00edfsins fj\u00f6llum vi\u00f0 Andrea Ger\u00f0ur a\u00f0eins um hugmyndir tengdar fullor\u00f0insfr\u00e6\u00f0slu, m.a. um e\u00f0li s\u00edmenntunar og r\u00f6k fyrir henni.<\/p>\nJ\u00f3n Torfi J\u00f3nasson og Andrea Ger\u00f0ur Dofrad\u00f3ttir (2007). Er s\u00edmenntunar\u00fej\u00f3\u00f0f\u00e9lag \u00e1 \u00cdslandi?<\/a>\u00a0G\u00e1tt, 4<\/em>, bls. 17-22.<\/p>\nSk\u00f3lap\u00f3lit\u00edk.<\/strong> \u00de\u00f3tt flest af \u00fev\u00ed sem \u00e9g hef skrifa\u00f0 tengist tilteknu sk\u00f3lastigi \u00fe\u00e1 n\u00e6r margt til fleiri en eins sk\u00f3lastigs. \u00cd grein fr\u00e1 2002 r\u00e6\u00f0i \u00e9g me\u00f0 tilv\u00edsun \u00ed d\u00e6mi hve miklu getur skipt hvernig sta\u00f0an er metin \u00feegar vi\u00f0br\u00f6g\u00f0 stj\u00f3rnvalda e\u00f0a annarra eru \u00e1kve\u00f0in. Mat stj\u00f3rnvalda og annarra \u00e1 st\u00f6\u00f0u m\u00e1la r\u00e6\u00f0ur au\u00f0vita\u00f0 miklu um \u00fea\u00f0 hva\u00f0 gert er.<\/p>\nJ\u00f3n Torfi J\u00f3nasson. (2002b). Policy and reality in educational development: an analysis based on examples from Iceland<\/strong>. Journal of Education Policy. 17<\/em>(6), 659-671.<\/span><\/p>\nL\u00fd\u00f0h\u00e1sk\u00f3lahugmyndin. <\/strong>\u00cd kafla um l\u00fd\u00f0h\u00e1sk\u00f3la \u00e1 \u00cdslandi reyni \u00e9g einnig a\u00f0 varpa lj\u00f3si \u00e1 \u00fea\u00f0 hvernig hugmyndin um l\u00fd\u00f0h\u00e1sk\u00f3la tekur land h\u00e9r og n\u00e6r talsver\u00f0ri f\u00f3tfestu, sennilega mun meiri og v\u00ed\u00f0ar en almennt hefur veri\u00f0 tali\u00f0.<\/p>\nJ\u00f3n Torfi J\u00f3nasson. (1999d). <\/span>L\u00fd\u00f0h\u00e1sk\u00f3lar \u00e1 \u00cdslandi \u00ed byrjun 20. aldar.<\/span> \u00cd Hrafnhildur Ragnarsd\u00f3ttir, Krist\u00edn Indri\u00f0ad\u00f3ttir og \u00d3lafur Propp\u00e9 (ritstj.),<\/span>Steinar \u00ed v\u00f6r\u00f0u, til hei\u00f0urs \u00deur\u00ed\u00f0i J. Kristj\u00e1nsd\u00f3ttur sj\u00f6tugri <\/span>(bls. 107-129). Reykjav\u00edk: Ranns\u00f3knarstofnun Kennarah\u00e1sk\u00f3la \u00cdslands.\u00a0<\/span><\/p>\n\u00dej\u00f3\u00f0s\u00f6gur um sk\u00f3lam\u00e1l.<\/strong> \u00cd eftirfarandi grein reyni \u00e9g a\u00f0 s\u00fdna fram \u00e1 a\u00f0 fj\u00f6lmargar vi\u00f0teknar hugmyndir um \u00fer\u00f3un sk\u00f3lastarfs standist ekki n\u00e1nari sko\u00f0un. \u00dearna r\u00e6\u00f0i \u00e9g sex sl\u00edkar hugmyndir og dreg \u00fe\u00e6r allar \u00ed efa.<\/p>\nJ\u00f3n Torfi J\u00f3nasson. (1997b). \u00dej\u00f3\u00f0s\u00f6gur \u00far sk\u00f3lakerfinu.<\/strong> \u00cdslensk f\u00e9lagsrit, 7.-8.<\/em>, 41-69.<\/span><\/p>\n<\/a><\/p>\n<\/a>Fjarkennsla, t\u00f6lvunotkun \u00ed sk\u00f3lastarfi og t\u00f6lvuvit (gervigreind)<\/h1>\n14.7.2008<\/p>\n
\u00c9g geri grein fyrir efninu \u00ed \u00feessum flokkum: mat \u00e1 t\u00f6luvnotkun \u00ed sk\u00f3lastarfi, fjarkennsla, t\u00f6lvur \u00ed sk\u00f3lastarfi+Logo, almennt um t\u00f6lvur \u00ed sk\u00f3lastarfi og s\u00ed\u00f0ast hugmyndir um t\u00f6lvuvit. Fyrst r\u00e6\u00f0i \u00e9g svonefnt ValNet verkefni sem \u00e9g vann me\u00f0 Andreu Ger\u00f0i og mat \u00e1 \u00fer\u00f3unarsk\u00f3lum \u00ed t\u00f6lvu- og uppl\u00fdsingat\u00e6kni.<\/p>\n
Valnet verkefni\u00f0<\/strong>. \u00deetta er eitt \u00e1hugaver\u00f0asta matsverkefni sem \u00e9g hef unni\u00f0. \u00dea\u00f0 var annars vegar a\u00f0 \u00feakka \u00e1hugver\u00f0ri hugmynd, en einnig s\u00e9rlega g\u00f3\u00f0u samstarfi vi\u00f0 \u00fe\u00e6r Andreu Ger\u00f0i samstarfskonu m\u00edna \u00e1 F\u00e9lagsv\u00edsindastofnun og vi\u00f0 H\u00f6rpu Hreinsd\u00f3ttur sem st\u00fdr\u00f0i \u00fer\u00f3unarfasanum sem var til mats, af s\u00e9rstakri fagmennsku. Vi\u00f0 l\u00f6g\u00f0um til grundvallar \u00ed matinu svonefndan POETiC ramma sem reyndist afar gagnlegur vi\u00f0 mat \u00e1 \u00fer\u00f3unarstarfi. (Sj\u00e1 n\u00fa SIPTEC rammann, sem kemur eiginlega \u00ed sta\u00f0inn).<\/p>\nCathy Lewin, Fernand Mesdom, J\u00f3n Torfi J\u00f3nasson, Andrea Ger\u0111ur Dofrad\u00f3ttir, Candido de Freitas, Donatella Nucci, Andrew Moore, Peter Scrimshaw, David Wood, Harpa Hreinsd\u00f3ttir, Roger Blamire, Anne Gilleran (2004). ValNet Consolidated Report.<\/em> <\/span>Brusseles: EUN.
\nJ\u00f3n Torfi J\u00f3nasson and Andrea Ger\u00f0ur Dofrad\u00f3ttir. (May 2004). A European Schoolnet project. ValNet. Validation of the ITALES project.<\/a> May 2004. Centre for the Development of Education. Social Science Research Institute. University of Iceland.<\/span><\/p>\n\u00der\u00f3unarsk\u00f3laverkefni.<\/strong> Mat \u00e1 notkun t\u00f6lvu- og uppl\u00fdsingat\u00e6kni \u00ed sex sk\u00f3lum. Mj\u00f6g margt \u00e1hugavert var unni\u00f0 \u00ed \u00feessum sk\u00f3lum, en \u00e1 hinn b\u00f3ginn kom \u00ed lj\u00f3s a\u00f0 \u00fdmsir h\u00f6f\u00f0u gert s\u00e9r heldur h\u00e1ar vonir um m\u00e1tt t\u00f6lvut\u00e6kninnar, sem minnti mig \u00e1 m\u00ednar eigin hugmyndir tuttugu \u00e1rum fyrr.<\/p>\nJ\u00f3n Torfi J\u00f3nasson, Andrea G. Dofrad\u00f3ttir og Kristjana Stella Bl\u00f6ndal. (J\u00fan\u00ed 2002). Hva\u00f0a l\u00e6rd\u00f3m m\u00e1 draga af \u00fer\u00f3unarsk\u00f3laverkefninu \u00ed uppl\u00fdsingat\u00e6kni. Mat \u00e1 framkv\u00e6md og \u00e1vinningi verkefnisins. <\/a>(Unni\u00f0 fyrir menntam\u00e1lar\u00e1\u00f0uneyti\u00f0). Reykjav\u00edk: F\u00e9lagsv\u00edsindastofnun. [59 bls.]<\/span><\/p>\nFjarkennsla.<\/span> Hva\u00f0 fjarkennsluna var\u00f0ar \u00fe\u00e1 taldi \u00e9g (og tel enn) a\u00f0 h\u00fan v\u00e6ri mikilv\u00e6g vi\u00f0b\u00f3t vi\u00f0 hef\u00f0bundi\u00f0 sk\u00f3lastarf og g\u00e6ti raunar or\u00f0i\u00f0 til \u00feess a\u00f0 breyta \u00fev\u00ed. Fyrir m\u00e9r var uppbygging fjarkennslu me\u00f0 hj\u00e1lp t\u00f6lvu m\u00e9r n\u00e6stum hugsj\u00f3n og taldi \u00fear liggja feikilega vann\u00fdtta m\u00f6guleika. \u00c1rin 1986-1987 var \u00e9g ritari Fjarkennslunefndar menntam\u00e1lar\u00e1\u00f0uneytisins og 1987-1989 forma\u00f0ur Framkv\u00e6mdanefndar menntam\u00e1lar\u00e1\u00f0uneytisins um fjarkennslu, sem m.a. st\u00f3\u00f0 fyrir Fr\u00e6\u00f0sluvarpi, sem s\u00e1 um kennslu \u00ed sj\u00f3nvarpi.<\/p>\n\u00deur\u00ed\u00f0ur J\u00f3hanssd\u00f3ttir skrifar n\u00fa doktorsritger\u00f0 um notkun fjarkennslu \u00ed kennaran\u00e1mi undir minni leis\u00f0\u00f6gn.<\/p>\n
Fyrir utan sk\u00fdrslur um efni\u00f0, \u00fe\u00e1 nefni \u00e9g h\u00e9r:<\/p>\n
Greinar:
\nJ\u00f3n Torfi J\u00f3nasson. (1990a). Fjarkennsla. \u00cd Uppl\u00fdsingar eru au\u00f0lind: greinar um uppl\u00fdsingastarfsemi \u00ed \u00fe\u00e1gu v\u00edsinda og mennta (bls. 281-289). Reykjav\u00edk: Samstarfsnefnd um uppl\u00fdsingam\u00e1l.\u00a0 (Sj\u00e1 yfirlit yfir greinasafn.<\/a>)
\nJ\u00f3n Torfi J\u00f3nasson. (1990c). N\u00e1m og aldur. \u00cd Fjarkennsla og fjarkennslua\u00f0fer\u00f0ir (bls. 29-37). Reykjav\u00edk: Framkv\u00e6mdanefnd um fjarkennslu. Menntam\u00e1lar\u00e1\u00f0uneyti\u00f0.
\nJ\u00f3n Torfi J\u00f3nasson. (1990d). Nokkrir punktar um Open University \u00ed Bretlandi og Open Universit\u00e4t \u00ed Hollandi. \u00cd Fjarkennsla og fjarkennslua\u00f0fer\u00f0ir (bls. 22-27). Reykjav\u00edk: Framkv\u00e6mdanefnd um fjarkennslu. Menntam\u00e1lar\u00e1\u00f0uneyti\u00f0.<\/span><\/p>\nErindi:
\n1986.1. Fjarkennsla. Erindi flutt \u00e1 fundi BHM um fjarkennslu. Febr\u00faar 1986.<\/span><\/p>\nT\u00f6lvur \u00ed sk\u00f3lastarfi. Logo.<\/strong> \u00cd doktorsn\u00e1mi m\u00ednu \u00e1 \u00e1ttunda \u00e1ratug s\u00ed\u00f0ustu aldar nota\u00f0i \u00e9g t\u00f6lvur miki\u00f0, l\u00e6r\u00f0i \u00fdmis forritunarm\u00e1l og s\u00e1 hve margt v\u00e6ri h\u00e6gt a\u00f0 l\u00e1ta \u00fe\u00e6r gera margt hef\u00f0i ma\u00f0ur til \u00feess \u00feekkingu. \u00c1 \u00feeim t\u00edma voru upp margv\u00edslegar bjarts\u00fdnishugmyndir um n\u00fdtingu t\u00f6lva \u00ed \u00fe\u00e1gu menntunar. \u00c9g skrifa\u00f0i um \u00feetta almennt, kenndi um \u00feetta efni, en var\u00f0 s\u00e9rstaklega hugfanginn af forritunarm\u00e1linu Logo. \u00dea\u00f0 var hugsa\u00f0 fyrir b\u00f6rn og unglinga, en var \u00ed raun afar \u00fer\u00f3a\u00f0 og \u00f6flugt forritunarm\u00e1l (sj\u00e1 t.d. NetLogo<\/a> sem n\u00fa er \u00ed \u00fer\u00f3un). Fj\u00f6lmargir \u00edslenskir kennarar s\u00fdndu \u00feessu \u00e1huga, en \u00e9g vann mest me\u00f0 Ragnhei\u00f0i Benediktsson, sem lengi kenndi \u00ed Melask\u00f3la. \u00c9g skrifa\u00f0i tv\u00e6r \u00fatg\u00e1fur b\u00f3kar um Logo, en umbreytingin var svo miki\u00f0 a\u00f0 \u00e9g \u00e1kva\u00f0 a\u00f0 \u00ed raun v\u00e6ri um n\u00fdja b\u00f3k a\u00f0 r\u00e6\u00f0a \u00feegar \u00e9g skrifa\u00f0i seinni \u00fatg\u00e1funa.<\/p>\nJ\u00f3n Torfi J\u00f3nasson. (1987a). Forritun me\u00f0 LOGO. Reykjav\u00edk: Svart \u00e1 hv\u00edtu. [176 s\u00ed\u00f0ur]
\nJ\u00f3n Torfi J\u00f3nasson. (1983). LOGO: kennslub\u00f3k \u00ed forritun handa kennurum og framhaldssk\u00f3lanemum. Reykjav\u00edk: Svart \u00e1 hv\u00edtu. [130 s\u00ed\u00f0ur.]<\/span><\/p>\nAlmennt um t\u00f6lvunotkun \u00ed sk\u00f3lastarfi.<\/strong> H\u00e9r er um a\u00f0 r\u00e6\u00f0a almenna umr\u00e6\u00f0u um hugmyndir.
\nH\u00f6r\u00f0ur L\u00e1russon, J\u00f3n Torfi J\u00f3nasson, Ragnhei\u00f0ur Benediktsson og Yngvi P\u00e9tursson. (1986). Fr\u00e1s\u00f6gn fr\u00e1 f\u00f6r til Bandar\u00edkjanna \u00ed n\u00f3vember 1986. [30 s\u00ed\u00f0ur.]<\/span><\/p>\nJ\u00f3n Torfi J\u00f3nasson. (1986, 10. og 11. j\u00fal\u00ed). T\u00f6lvur \u00ed sk\u00f3lastarfi. Morgunbla\u00f0i\u00f0.
\nJ\u00f3n Torfi J\u00f3nasson. (1984). T\u00f6lvur \u00ed sk\u00f3lastarfi. Uppeldi [Bla\u00f0 uppeldisfr\u00e6\u00f0inema vi\u00f0 H\u00e1sk\u00f3la \u00cdslands], bls. 8-13.<\/span><\/p>\nSj\u00e1 einnig kafla um \u00feetta efni \u00ed J\u00f3n Torfi J\u00f3nasson. (1990). Menntun \u00e1 \u00cdslandi \u00ed 25 \u00e1r, 1985 - 2010. Reykjav\u00edk: Framkv\u00e6mdanefnd um framt\u00ed\u00f0ark\u00f6nnun. [143 s\u00ed\u00f0ur].<\/p>\n
Erindi
\n2004.3 Einstaklingsmi\u00f0u\u00f0 kennsla \u00ed fj\u00f6lmennum n\u00e1mskei\u00f0um. Erindi flutt \u00e1 UT-r\u00e1\u00f0stefnu menntam\u00e1lar\u00e1\u00f0uneytisins, 6. mars 2004 \u00ed Fj\u00f6lbrautask\u00f3lanum \u00ed Gar\u00f0ab\u00e6. Me\u00f0h\u00f6fundar Andrea Ger\u00f0ur Dofrad\u00f3ttir og Stein\u00fe\u00f3r \u00de\u00f3r\u00f0arson.
\n1993.7. Menntun og mi\u00f0lar. Erindi flutt \u00e1 r\u00e1\u00f0stefnu um t\u00e6kni \u00ed n\u00fat\u00edma \u00fej\u00f3\u00f0f\u00e9lagi, 16. okt\u00f3ber 1993.<\/span><\/p>\nUm \u00feetta efni h\u00e9lt \u00e9g \u00e1\u00f0ur fyrr \u00f3grynni erinda, en h\u00e9lt yfirliti yfir \u00feau ekki saman.<\/p>\n
Hugmyndin um t\u00f6lvuvit<\/strong>, e\u00f0a gervigreind heilla\u00f0i mig lengi og fjalla\u00f0i \u00e9g alltaf e-\u00f0 um \u00fea\u00f0 efni \u00ed n\u00e1mskei\u00f0i sem \u00e9g kenndi \u00ed hugfr\u00e6\u00f0i fyrir s\u00e1lfr\u00e6\u00f0inema. \u00dear fjalla\u00f0i \u00e9g fyrst um \u00fdmis reglukerfi, en s\u00ed\u00f0ar meira um\u00a0netkerfi (neural nets), netn\u00e1m og t\u00f6lvuvit sem \u00e9g skrifa\u00f0i um \u00ed tengslum vi\u00f0 umfj\u00f6llum um gervigreind. \u00deetta tengist me\u00f0 \u00f3beinum h\u00e6tti hugmyndum um \"brain-based\" learning, sem voru mj\u00f6g \u00ed t\u00edsku \u00e1 \u00e1ttunda \u00e1ratug 20. aldar og hafa s\u00ed\u00f0an veri\u00f0 a\u00f0 komast aftur \u00ed t\u00edsku n\u00fa \u00ed byrjun 21. aldar.
\nJ\u00f3n Torfi J\u00f3nasson. (1992c). Hugur og heili. \u00cd Einar Logi Vignisson og \u00d3lafur P\u00e1ll J\u00f3nsson (ritstj.), Af l\u00edkama og s\u00e1l. Sex erindi um manninn og mannshugann (bls. 28-55). Reykjav\u00edk.
\nJ\u00f3n Torfi J\u00f3nasson. (1985). Er vit \u00ed t\u00f6lvuviti? St\u00fadentabla\u00f0i\u00f0, 61(4), 13-16.<\/span><\/p>\n<\/a><\/p>\n<\/a>Leiksk\u00f3li\u00a0\u2013 fr\u00edstundaheimili<\/h1>\n10.7.2008<\/p>\n
Kolbr\u00fan \u00deorbj\u00f6rg P\u00e1lsd\u00f3ttir vinnur a\u00f0 doktorsritger\u00f0 um \u00fer\u00f3un fr\u00edstundaheimila \u00e1 \u00cdslandi me\u00f0 minni lei\u00f0s\u00f6gn.<\/p>\n
\u00cd ritinu Fr\u00e1 g\u00e6slu til sk\u00f3la<\/em> geri \u00e9g grein fyrir \u00fer\u00f3un leiksk\u00f3la \u00e1 \u00cdslandi, m.a. me\u00f0 tilv\u00edsun \u00ed hugt\u00f6kin samfella, st\u00f6\u00f0ugleiki, reglu-festa, b\u00f3kn\u00e1msrek og kerfisrek. \u00der\u00f3un leiksk\u00f3lans sj\u00e1lfs og s\u00ed\u00f0an einnig menntunar leiksk\u00f3lakennara eru r\u00e6dd \u00ed lj\u00f3si \u00feessara hugtaka.
\nJ\u00f3n Torfi J\u00f3nasson. (2006). Fr\u00e1 g\u00e6slu til sk\u00f3la. Um \u00fer\u00f3un leiksk\u00f3la \u00e1 \u00cdslandi.<\/em> Reykjav\u00edk: Ranns\u00f3knarstofa um menntakerfi. F\u00e9lagsv\u00edsindastofnun H\u00e1sk\u00f3la \u00cdslands.<\/span><\/p>\n![\"Leikskolabokarkapa\"](\"https:\/\/notendur.hi.is\/jtj\/greinar\/Leikskolabokkapa\")
<\/span><\/p>\nErindi:
\n2008.2\u00a0Hvert er hlutverk leiksk\u00f3lans? Um formlegt, faglegt og raunverulegt hlutverk leiksk\u00f3la. Umr\u00e6\u00f0ufundur stj\u00f3rnenda leiksk\u00f3la, Hamraborg, K\u00f3pavogi, 27. mars 2008.
\n<\/span>2007.2\u00a0Hvernig \u00fer\u00f3ast leiksk\u00f3linn? Gengi\u00f0 inn \u00ed 21. \u00f6ldina. M\u00e1l\u00feing leiksk\u00f3lastj\u00f3ra \u00ed Reykjav\u00edk, 13. mars 2007
\n<\/span>2006.11\u00a0Eitt sk\u00f3lastig e\u00f0a fimm? \u00c1 hva\u00f0a siglingu er sk\u00f3lakerfi\u00f0 og hva\u00f0 r\u00e6\u00f0ur f\u00f6r?\u00a0Erindi flutt \u00e1 r\u00e1\u00f0stefnunni: \u00dea\u00f0 er leikur a\u00f0 l\u00e6ra. Samr\u00e6\u00f0a allra sk\u00f3lastiga, \u00e1 Akureyri, 29.\u201330. september 2006.
\n<\/span>2006.4\u00a0B\u00f6rn og leiksk\u00f3lar \u00ed \u00fdmsum l\u00f6ndum. Erindi flutt \u00e1 r\u00e1\u00f0stefnu um st\u00f6\u00f0u barna \u00ed \u00edslensku \u00fej\u00f3\u00f0f\u00e9lagi 3. mars 2006. Hve gl\u00f6\u00f0 er vor \u00e6ska?
\n<\/span>2006.3\u00a0Um fj\u00f6lbreytni \u00ed sk\u00f3lastarfi. Erindi flutt \u00e1 m\u00e1l\u00feingi sj\u00e1lfst\u00e6\u00f0ra sk\u00f3la 28. jan\u00faar 2006. Fj\u00f6lbreyttir sk\u00f3lar \u2013 fleiri m\u00f6guleikar.
\n<\/span>2004.18 Breytt vi\u00f0horf og breyttir t\u00edmar: \u00c1hrif \u00e1 umgj\u00f6r\u00f0, vi\u00f0gangsefni, st\u00f6\u00f0u og \u00edmynd leiksk\u00f3lans og leiksk\u00f3lakennara. \u00c1rsfundur F\u00e9lags leiksk\u00f3lakennara Grand Hotel, 5. n\u00f3vember 2004.
\n<\/span>1994.3. Ranns\u00f3knir sem grundv\u00f6llur a\u00f0 v\u00f6ndu\u00f0um vinnubr\u00f6g\u00f0um \u00ed leiksk\u00f3lum. Erindi flutt \u00e1 r\u00e1\u00f0stefnu F\u00f3struf\u00e9lags \u00cdslands, \u201eG\u00e6\u00f0i - nema hva\u00f0\u201c sem haldin var \u00ed mars 1994.<\/span><\/p>\n <\/p>\n
<\/a>Grunnsk\u00f3li<\/h1>\n10.7.2008<\/p>\n
Saga al\u00fe\u00fd\u00f0ufr\u00e6\u00f0slu \u00e1 \u00cdslandi, kemur \u00fat s\u00ed\u00f0la \u00e1rs 2008, ritstj\u00f3ri Loftur Guttormsson. \u00dea\u00f0 reyndist m\u00e9r \u00ed senn \u00e1hugavert og erfitt a\u00f0 skrifa um \u00edslenska s\u00f6gu grunnsk\u00f3lans (og a\u00f0 hluta til framhaldssk\u00f3la) seinni hluta 20. aldarinnar. \u00c1hugavert vegna \u00feess a\u00f0 h\u00fan var fj\u00f6l\u00fe\u00e6tt og gr\u00f3skumikil en afskaplega erfitt vegna \u00feess a\u00f0 yfirlit vanta\u00f0i yfir flesta \u00fe\u00e6tti hennar. En \u00e9g f\u00e9kk g\u00f3\u00f0an stu\u00f0ning samverkaf\u00f3lksins, \u00fe\u00f3 s\u00e9rstaklega \u00feeirra Helga Sk\u00fala og Lofts; Loftur reyndist m\u00e9r einstaklega lipur og hvetjandi ritstj\u00f3ri. \u00cd riti\u00f0 um al\u00fe\u00fd\u00f0ufr\u00e6\u00f0slu skrifa \u00e9g nokkra kafla, \u00feeir eru:<\/p>\n
Kafli 6.\u00a0Grunnsk\u00f3li ver\u00f0ur til
\nKafli 9.\u00a0Samr\u00e6mdur framhaldssk\u00f3li ver\u00f0ur til
\nKafli 10. Fj\u00f6ldi nemenda og fj\u00e1rmagn
\nKafli 12. \u00dej\u00f3nustustofnanir sk\u00f3lanna
\nKafli 14. Innlend stefnumi\u00f0 og al\u00fej\u00f3\u00f0leg vi\u00f0mi\u00f0
\nKafli 15. Sk\u00f3li fyrir alla<\/p>\n
<\/a><\/p>\n<\/a>Framhaldssk\u00f3li - almennt<\/h1>\nUmfj\u00f6llun minni um framhaldssk\u00f3lann hef \u00e9g vilja\u00f0 skipta \u00ed nokkra undirflokka. \u00cd fyrsta lagi hef \u00e9g rannsaka\u00f0 almenna \u00fer\u00f3un framhaldssk\u00f3lans \u00e1 20. \u00f6ldinni og velt fyrir m\u00e9r sennilegri \u00fer\u00f3un hans fram eftir 21. \u00f6ldinni, b\u00e6\u00f0i h\u00e9r \u00e1 landi en einnig \u00e1 hinum Nor\u00f0url\u00f6ndunum. \u00cd \u00f6\u00f0ru lagi hef \u00e9g gefi\u00f0 gaum a\u00f0 hugmyndum um breytingar \u00e1 framhaldssk\u00f3lanum og sko\u00f0a\u00f0 l\u00edklegar breytingar \u00e1 nemendafj\u00f6lda og innvi\u00f0um kerfisins, me\u00f0al annars \u00ed lj\u00f3si \u00feess sem gert er \u00e1 \u00f6\u00f0rum Nor\u00f0url\u00f6ndum. \u00cd \u00feri\u00f0ja lagi hef \u00e9g \u00e1samt Kristj\u00f6nu Stellu Bl\u00f6ndal rannsaka\u00f0 n\u00e1msferil nemenda \u00ed framhaldssk\u00f3la, me\u00f0al annars vi\u00f0horf nemenda til sk\u00f3lans og s\u00e9rstaklega sko\u00f0a\u00f0 brottfall \u00far fram-haldssk\u00f3la. \u00cd fj\u00f3r\u00f0a lagi hef \u00e9g sko\u00f0a\u00f0 st\u00f6\u00f0u starfsmenntunar \u00e1 framhaldssk\u00f3lastigi. \u00cd s\u00ed\u00f0asta lagi hef \u00e9g sko\u00f0a\u00f0 st\u00f6\u00f0u l\u00fd\u00f0h\u00e1sk\u00f3lanna \u00ed \u00edslenska framhaldssk\u00f3lakerfinu. Veigamesta verkefni\u00f0 sem \u00e9g vinn n\u00fa a\u00f0 erSkilvirkni framhaldssk\u00f3la<\/em> og l\u00fdkur gagnas\u00f6fnun n\u00fa \u00ed haust (2008), en raunar ver\u00f0ur g\u00f6ngum safna\u00f0 \u00e1fram \u00fev\u00ed a\u00f0 um er a\u00f0 r\u00e6\u00f0a langt\u00edmaranns\u00f3kn.<\/p>\nAlmenn \u00fer\u00f3un framhaldssk\u00f3lans <\/strong>
\nErindi:
\n2003.1 Hva\u00f0 segir n\u00e1msframvinda pilta og st\u00falkna \u00ed norr\u00e6num framhaldssk\u00f3lum okkur um sk\u00f3lana og sk\u00f3lakerfin? Erindi flutt \u00e1 r\u00e1\u00f0stefnu IV um ranns\u00f3knir \u00ed f\u00e9lagsv\u00edsindum. R\u00e1\u00f0stefna F\u00e9lagsv\u00edsindadeildar, Lagadeildar og Vi\u00f0skipta- og hagfr\u00e6\u00f0ideildar, 22. febr\u00faar 2003.
\n2003.2 [Me\u00f0 Steini J\u00f3hannssyni] Um \u00fer\u00f3un sk\u00f3lam\u00e1la \u00e1 \u00cdslandi \u00ed lj\u00f3si ytri a\u00f0st\u00e6\u00f0na \u00e1 \u00e1runum 1945-2000. Erindi flutt \u00e1 r\u00e1\u00f0stefnu IV um ranns\u00f3knir \u00ed f\u00e9lagsv\u00edsindum. R\u00e1\u00f0stefna F\u00e9lagsv\u00edsindadeildar, Lagadeildar og Vi\u00f0skipta- og hagfr\u00e6\u00f0ideildar, 22. febr\u00faar 2003.
\n<\/span>
\nSk\u00f3lasaga framhaldssk\u00f3la <\/strong><\/p>\nSamanbur\u00f0ur vi\u00f0 \u00f6nnur l\u00f6nd
\n<\/strong>H\u00e9r t\u00f3k \u00e9eg saman efni sem \u00e9g haf\u00f0i unni\u00f0 a\u00f0 lengi. \u00dear kemur sk\u00fdrt fram hve \u00fer\u00f3unin er reglubundin og svipu\u00f0 \u00e1 \u00f6llum Nor\u00f0url\u00f6ndunum, m.a. nota \u00e9g \u00feann kynjamun sem \u00fear kemur fram til \u00feess a\u00f0 draga mikilv\u00e6gar \u00e1lyktanir um \u00fer\u00f3un sk\u00f3lakerfa. \u00c9g lag\u00f0i mj\u00f6g mikla vinnu \u00ed \u00feess grein.
\nJ\u00f3n Torfi J\u00f3nasson. (2003). Does the state expand schooling? A a study based on five Nordic countries.<\/a> Comparative Education Review, 47<\/em>(2), 160-183.<\/p>\nSamanbur\u00f0ur \u00e1 sk\u00f3lakerfum Danmerkur, \u00cdslands og Sv\u00ed\u00fej\u00f3\u00f0ar \u00ed samstarfi vi\u00f0 Ranns\u00f3knarstofnun KH\u00cd vegna athugunar menntam\u00e1lar\u00e1\u00f0uneytisins \u00e1 m\u00f6gulegri styttingu grunn- og framhaldssk\u00f3lan\u00e1ms.
\nAllyson Macdonald, Andrea G. Dofrad\u00f3ttir, J\u00f3n Torfi J\u00f3nasson, Michael Dal, Ragna B. Gar\u00f0arsd\u00f3ttir og \u00deur\u00ed\u00f0ur J\u00f3hannsd\u00f3ttir (september 2002).Samanbur\u00f0ark\u00f6nnun \u00e1 sk\u00f3lakerfum \u00e1 \u00cdslandi, \u00ed Danm\u00f6rku og \u00ed Sv\u00ed\u00fej\u00f3\u00f0.<\/em> Unni\u00f0 fyrir Menntam\u00e1lar\u00e1\u00f0uneyti\u00f0, september 2002. Reykjav\u00edk: F\u00e9lagsv\u00edsindastofnun H\u00cd og Ranns\u00f3knarstofnun KH\u00cd. 148 bls. <\/span><\/p>\nMatsverkefni<\/strong> LearnCom, Gems (sj\u00e1 ValNet undir t\u00f6lvum\u00e1l)
\nLearnCom. A\u00f0ild (mat) \u00e1samt Andreu G. Dofrad\u00f3ttur og J\u00f3h\u00f6nnu Andr\u00e9sd\u00f3ttur a\u00f0 LearnCom, verkefni undir stj\u00f3rn Farsk\u00f3la Nor\u00f0urlands vestra - mi\u00f0st\u00f6\u00f0var s\u00edmenntar. Formleg l\u00fdsing. \u00cdslensk l\u00fdsing.
\nGems<\/p>\n<\/a><\/p>\n<\/a>Framhaldssk\u00f3li - framvinda, brotthvarf (\u00ed vinnslu)<\/h1>\nUm n\u00e1msframvindu og fr\u00e1hvarf \u00far sk\u00f3la (verkefni unni\u00f0 \u00ed samstarfi vi\u00f0 Kristj\u00f6nu Stellu Bl\u00f6ndal)<\/strong><\/p>\n
\nAlmennt tel \u00e9g a\u00f0 um margt \u00ed \u00fer\u00f3un sk\u00f3lastarfs s\u00e9 h\u00e6gt a\u00f0 sp\u00e1, a.m.k. mun meira en oft er l\u00e1ti\u00f0 \u00ed ve\u00f0ri vaka. \u00c1 \u00e1runum 1985-1987 reyndi \u00e9g a\u00f0 sp\u00e1, a\u00f0 v\u00edsu \u00ed mj\u00f6g gr\u00f3fum dr\u00e1ttum um framvindu \u00ed \u00edslenskum sk\u00f3lam\u00e1lum \u00e1rin 1985-2010. Sj\u00e1 meira.<\/a><\/p>\n
<\/a>Hugmyndir og hugmyndasaga<\/a><\/h1>\n\u00de\u00f3tt \u00e9g beini sj\u00f3num a\u00f0 sk\u00f3lastarfi og \u00fer\u00f3un \u00feess hef \u00e9g ekki s\u00ed\u00f0ur \u00e1huga \u00e1 s\u00f6gu hugmyndanna sem \u00fev\u00ed tengjast. \u00c9g nefni undir \u00feessu heiti hvoru tveggja hugmyndas\u00f6gu og sk\u00f3las\u00f6gu. \u00cd greinarkorni \u00edMenntasporum<\/em>, afm\u00e6lisriti til hei\u00f0urs Lofti Guttormssyni t\u00f3k \u00e9g saman vangaveltur m\u00ednar um nokkrar lykilhugmyndir um kennslufr\u00e6\u00f0i og sk\u00f3la\u00fer\u00f3un. \u00cd \u00feessari grein er \u00fe\u00f3 ekkert s\u00e9rstaklega mi\u00f0a\u00f0 vi\u00f0 \u00edslenskar a\u00f0st\u00e6\u00f0ur, heldur \u00fer\u00f3un m\u00e1la almennt, b\u00e6\u00f0i \u00e1 evr\u00f3pskum og bandar\u00edksum vettvangi.
\nM\u00e9r s\u00fdnist \u00fdmsir l\u00e1ti sem \u00feeim s\u00e9 annt um s\u00f6gu og s\u00f6gukennslu en vilji svo sem minnst af henni l\u00e6ra. En \u00feetta segi \u00e9g \u00fe\u00f3 ekki berum or\u00f0um \u00ed greininni. Sj\u00e1 meira.<\/a><\/p>\n<\/a>Fjarkennsla, t\u00f6lvunotkun \u00ed sk\u00f3lastarfi og t\u00f6lvuvit (gervigreind)<\/a><\/h1>\nUm langa hr\u00ed\u00f0 heillu\u00f0u m\u00f6guleikar t\u00f6lvut\u00e6kninnar mig og \u00e9g taldi a\u00f0 me\u00f0 henni opnu\u00f0ust byltingakenndar lei\u00f0ir til n\u00e1ms og sk\u00f3lastarfs, \u00feetta var einkum \u00e1 \u00e1runum 1980-1990. Hugmyndir m\u00ednar snerust annars vegar um a\u00f0 gera t\u00f6lvuna a\u00f0 verkf\u00e6ri nemendanna og hins vegar a\u00f0 nota hana til samskipta og \u00fe\u00e1 \u00ed \u00fe\u00e1gu fjarkennslu. \u00c9g ger\u00f0i m\u00e9r miklar vonir um a\u00f0 \u00feessi n\u00fdja t\u00e6kni g\u00e6ti gj\u00f6rbreytt sk\u00f3lastarfi \u00e1 \u00fdmsa vegu. \u00dea\u00f0 reyndist mikill misskilningur, og hefur t\u00e6knin \u00ed \u00f6llum a\u00f0alatri\u00f0um or\u00f0i\u00f0 til \u00feess a\u00f0 festa \u00ed sessi hef\u00f0bundi\u00f0 sk\u00f3lastarf, \u00fe\u00f3tt vitaskuld megi finna \u00e1 \u00fev\u00ed margar \u00e1hugaver\u00f0ar undantekningar. Jafnframt \u00feessu haf\u00f0i \u00e9g \u00e1 \u00e1runum 1975-1985 mikinn \u00e1huga \u00e1 hugmyndum um t\u00f6lvuvit (gervigreind) og skrifa\u00f0i a\u00f0eins um \u00fea\u00f0 efni.Sj\u00e1 meira.<\/a><\/p>\n<\/a>Lestur og or\u00f0skynjun<\/h1>\nDoktorsverkefni mitt var um skynjun or\u00f0a, einkum um \u00fea\u00f0 hvort or\u00f0 v\u00e6ru lesin sem ein heild e\u00f0a sem safn stafa e\u00f0a annarra \u00fe\u00e1tta. Meginni\u00f0ursta\u00f0a m\u00edn var s\u00fa a\u00f0 vi\u00f0 \u00feekktum brot \u00far or\u00f0um, jafnvel einstaka stafi; heiti e\u00f0a einhver abstract l\u00fdsing stafanna skipti \u00fe\u00f3 ekki s\u00ed\u00f0ur m\u00e1li en \u00fatlit \u00feeirra. N\u00fdtt l\u00edkan or\u00f0skynjunar var sm\u00ed\u00f0a\u00f0, sem ger\u00f0i r\u00e1\u00f0 fyrir \u00ferepaskiptu or\u00f0skynjunarferli. Sj\u00e1 meira<\/a>.<\/p>\n<\/h1>\n<\/a>Ranns\u00f3knir nemenda<\/h1>\nA\u00f0ild a\u00f0 ranns\u00f3knarvinnu nemenda. \u00c9g hef noti\u00f0 samstarfs vi\u00f0 marga mj\u00f6g \u00f6fluga nemendur og hef sannreynt \u00e1 \u00fev\u00ed samstarfi hve miklu munar a\u00f0 fylgjast me\u00f0 \u00ed ranns\u00f3knum \u00feegar ma\u00f0ur er \u00ed \u00fev\u00ed umhverfi.
\nSj\u00e1 meistaraverkefni, sum \u00ed heild sinni.<\/a><\/p>\n<\/div>\n\nLeiksk\u00f3li - fr\u00edstundaheimili<\/a><\/h1>\n\u00c1ri\u00f0 2006 gaf \u00e9g \u00fat rit um s\u00f6gu og starfsemi leiksk\u00f3la, Fr\u00e1 g\u00e6slu til sk\u00f3la. Um \u00fer\u00f3un leiksk\u00f3la \u00e1 \u00cdslandi.<\/em> \u00cd \u00feessu riti leitast \u00e9g vi\u00f0 setja ramma um mikilv\u00e6g atri\u00f0i \u00ed sk\u00f3la\u00fer\u00f3un og nota leiksk\u00f3lann sem einkar \u00e1hugavert d\u00e6mi. Fr\u00edstundaheimili, er merkileg starfsemi, sem hefur einhvern veginn or\u00f0i\u00f0 \u00fatundan \u00ed umr\u00e6\u00f0u um sk\u00f3lastarf. \u00deau voru \u00ed upphafi tengd leiksk\u00f3lanum en eru n\u00fa mun frekar grunnsk\u00f3lanum, \u2013 og \u00fe\u00f3? Sj\u00e1 n\u00e1nar.<\/a><\/p>\nGrunnsk\u00f3li \u2013 Saga al\u00fe\u00fd\u00f0ufr\u00e6\u00f0slu \u00e1 \u00cdslandi<\/a><\/h1>\n\u00c9g vinn n\u00fa a\u00f0 ritun s\u00f6gu al\u00fe\u00fd\u00f0ufr\u00e6\u00f0slu \u00e1 \u00cdslandi \u00e1samt h\u00f3pi fr\u00e6\u00f0imanna undir ritstj\u00f3rn Lofts Guttormssonar pr\u00f3fessors. Minn hlutur beinist einkum a\u00f0 t\u00edmabilinu 1967-2007. \u00c9g skrifa 6 kafla um \u00fea\u00f0 t\u00edmabil. R\u00e1\u00f0gert a\u00f0 gefa riti\u00f0 \u00fat \u00ed vetrarbyrjun 2008. Sj\u00e1 meira<\/a>.<\/p>\nFramhaldssk\u00f3li -almennt<\/a><\/h1>\nFyrstu verkefni m\u00edn \u00ed H\u00e1sk\u00f3la \u00cdslands voru a\u00f0 kenna n\u00e1mss\u00e1larfr\u00e6\u00f0i \u00ed kennslur\u00e9ttindan\u00e1mi H\u00cd og s\u00ed\u00f0an einnig \u00ed KH\u00cd. Flj\u00f3tlega vakna\u00f0i \u00e1hugi minn \u00e1 muninum \u00e1 b\u00f3kn\u00e1mi og verkn\u00e1mi og hann hefur vegi\u00f0 \u00feungt alla t\u00ed\u00f0 s\u00ed\u00f0an, fyrst fr\u00e1 sj\u00f3narh\u00f3li n\u00e1msins sj\u00e1lfs, en s\u00ed\u00f0an me\u00f0 hli\u00f0sj\u00f3n af kerfinu; hvernig b\u00f3kn\u00e1mi\u00f0 hefur teki\u00f0 v\u00f6ldin af verkn\u00e1minu. H\u00e9r geri \u00e9g grein fyrir \u00fev\u00ed sem \u00e9g hef skrifa\u00f0 um \u00feessa \u00fe\u00e6tti, en s\u00ed\u00f0an fjalla \u00e9g um ranns\u00f3knir \u00e1 n\u00e1msframvindu. M\u00e9r s\u00fdnist a\u00f0 \u00e9g hafi beint athygli minni meira a\u00f0 framhaldssk\u00f3lanum heldur en nokkru \u00f6\u00f0ru sk\u00f3lastigi, og um \u00fea\u00f0 hef \u00e9g b\u00e6\u00f0i skrifa\u00f0 talsvert og haldi\u00f0 erindi. Sj\u00e1 meira.<\/a><\/p>\nFramhaldssk\u00f3li - framvinda, brotthvarf<\/a><\/h1>\nSj\u00e1 l\u00fdsingu \u00e1 umfangsmiklu ranns\u00f3knarverkefni um skilvirkni \u00ed framhaldssk\u00f3la, sem \u00e9g vinn n\u00fa a\u00f0 \u00e1samt \u00f6\u00f0rum (8.7.2008). \u00a0Sj\u00e1 meira.
\nErlent samstarf: DropIn<\/a>
\nErlent samstarf: International Research Network on Youth Education and Training
\nErlent samstarf: Gems.
\nSj\u00e1 meira.<\/a><\/p>\nStarfsmenntun<\/a><\/h1>\nUmfj\u00f6llun um starfsmenntun var \u00fea\u00f0 sem koma m\u00e9r \u00e1 spori\u00f0 vi\u00f0 athugun \u00e1 \u00fer\u00f3un menntunar. Starfsmenntun \u00ed \u00f6llum s\u00ednum myndum er a\u00f0 m\u00f6rgu leyti \u00e1hugaver\u00f0asti en um lei\u00f0 leyndard\u00f3msfyllsti \u00fe\u00e1ttur sk\u00f3lakerfisins. Sj\u00e1 meira<\/a>.<\/p>\nVer\u00f0laun Starfsmenntar\u00e1\u00f0s 2001.<\/em> \u00c1 grundvelli ranns\u00f3kna minna og \u00fe\u00e1ttt\u00f6ku \u00ed umr\u00e6\u00f0u um starfsmenntun var m\u00e9r veitt vi\u00f0urkenning Starfsmenntar\u00e1\u00f0s \u00e1ri\u00f0 2001. M\u00e9r \u00fe\u00f3tti m\u00e9r mikill s\u00f3mi s\u00fdndur me\u00f0 \u00feeirri vi\u00f0urkenningu og er afar stoltur af henni. Sj\u00e1 n\u00e1nar.<\/a><\/p>\nFullor\u00f0insfr\u00e6\u00f0sla og endurmenntun<\/a><\/h1>\nSta\u00f0a fullor\u00f0insfr\u00e6\u00f0slu og \u00fer\u00f3un hennar, samanbur\u00f0ur vi\u00f0 \u00f6nnur l\u00f6nd og um afst\u00f6\u00f0u f\u00f3lks til fullor\u00f0insfr\u00e6\u00f0slu. Sj\u00e1 n\u00e1nar.<\/a><\/p>\nH\u00e1sk\u00f3lastigi\u00f0<\/a><\/h1>\nUndanfari\u00f0 hefur veri\u00f0 l\u00edfleg umr\u00e6\u00f0aum h\u00e1sk\u00f3lam\u00e1l, en h\u00fan hefur \u00fe\u00f3 a\u00f0 m\u00ednu mati ekki veri\u00f0 n\u00e6gilega opin. \u00cd henni hef \u00e9g sett fram b\u00e6\u00f0i munnlega (sj\u00e1 vi\u00f0tal) og skriflega sj\u00f3narmi\u00f0 m\u00edn og m\u00e1 sj\u00e1 \u00feau undir kaflanum um h\u00e1sk\u00f3lastigi\u00f0. (22.8.2009). Sj\u00e1 meira<\/a>.<\/span><\/p>\nUndanfarin \u00e1r hef \u00e9g einnig rita\u00f0 talsvert um \u00fer\u00f3un h\u00e1sk\u00f3la b\u00e6\u00f0i \u00fer\u00f3unina h\u00e9r \u00e1 landi, en einnig \u00ed n\u00e1grannal\u00f6ndum okkar. \u00c9g hef bent \u00e1 \u00e1kve\u00f0in einkenni \u00fer\u00f3unar h\u00e1sk\u00f3la, og haldi\u00f0 fram vissri nau\u00f0hyggju \u00ed \u00fev\u00ed sambandi sem m\u00f6rgum er mj\u00f6g \u00ed n\u00f6p vi\u00f0, af \u00fdmsum \u00e1st\u00e6\u00f0um. \u00cd b\u00f3k um efni\u00f0 hef \u00e9g lagt \u00e1herslu \u00e1 a\u00f0 h\u00e1sk\u00f3laf\u00f3lk taki sj\u00e1lft frumkv\u00e6\u00f0i \u00ed umr\u00e6\u00f0u um m\u00e1lefni h\u00e1sk\u00f3lanna. H\u00e9r a\u00f0 ne\u00f0an \u00ed kaflanum um h\u00e1sk\u00f3lastigi\u00f0 er \u00edtarlegri umfj\u00f6llun um \u00feau atri\u00f0i sem \u00e9g tel skipta m\u00e1li. Sj\u00e1 meira.<\/a><\/p>\n<\/div>\nSk\u00f3la\u00fer\u00f3un<\/h1>\n
14.07.2008<\/p>\n
Undanfarin \u00e1r hef \u00e9g leitast vi\u00f0 a\u00f0 sko\u00f0a menntakerfi\u00f0 \u00ed heild sinni og einbl\u00edna ekki um of \u00e1 einstaka \u00fe\u00e6tti \u00feess. \u00dea\u00f0 m\u00e1 segja a\u00f0 \u00e9g spyrji spurninganna: Hvernig \u00fer\u00f3ast sk\u00f3lakerfi og hvers vegna \u00fer\u00f3ast \u00feau eins og \u00feau \u00feannig? en or\u00f0a \u00fe\u00e6r me\u00f0 \u00fdmsum h\u00e6tti eftir vi\u00f0fangsefninu hverju sinni. \u00de\u00f3tt \u00e9g einbeiti m\u00e9r a\u00f0 framhaldssk\u00f3la og h\u00e1sk\u00f3lastiginu \u00fe\u00e1 hef \u00e9g einnig gefi\u00f0 \u00fat rit um leiksk\u00f3lastigi\u00f0. <\/u>Almenningsfr\u00e6\u00f0slu ritinu skrifa \u00e9g einnig um grunnsk\u00f3la<\/u> og a\u00f0 hluta til um framhaldssk\u00f3la<\/u>. N\u00fa vinn \u00e9g einnig a\u00f0 k\u00f6flum um s\u00f6gu h\u00e1sk\u00f3lastigs<\/u> og fullor\u00f0insfr\u00e6\u00f0slu<\/u> auk almenns yfirlits<\/u>um \u00e1takaefnin (1.11.2009). \u00cd s\u00e9rst\u00f6kum kafla h\u00e9r \u00e1 s\u00ed\u00f0unni rek \u00e9g skrif m\u00edn um \u00fer\u00f3un framhaldssk\u00f3la og um h\u00e1sk\u00f3la<\/a>. \u00cd b\u00f3kinni fr\u00e1 G\u00e6slu til sk\u00f3la<\/em>(Sj\u00e1 Leiksk\u00f3la) geri \u00e9g grein fyrir mikilv\u00e6gum einkennum sk\u00f3la\u00fer\u00f3unar: st\u00f6\u00f0ugleika<\/u>, samfellu<\/u>, reglufestu<\/u>, b\u00f3kn\u00e1mshneig\u00f0<\/u> og kerfisreki<\/u>. \u00deessi einkenni eiga vi\u00f0 um \u00f6ll sk\u00f3lastig, en \u00e9g s\u00fdni hvernig \u00feau koma fram \u00ed \u00fer\u00f3un leiksk\u00f3lans og \u00ed \u00fer\u00f3un menntunar leiksk\u00f3lakennara.<\/p>\nJ\u00f3n Torfi J\u00f3nasson (2006). Fr\u00e1 g\u00e6slu til sk\u00f3la. Um \u00fer\u00f3un leiksk\u00f3la \u00e1 \u00cdslandi<\/strong><\/span>.<\/em><\/strong> Reykjav\u00edk: Ranns\u00f3knarstofa um menntakerfi. F\u00e9lagsv\u00edsindastofnun H\u00e1sk\u00f3la \u00edslands.<\/p>\n\u00c9g geri grein fyrir st\u00f6\u00f0ugleika<\/u> (\u00fer\u00e1stefjum), sem v\u00edsar til \u00feess a\u00f0 veri\u00f0 s\u00e9 a\u00f0 gl\u00edma vi\u00f0 s\u00f6mu atri\u00f0in aftur og aftur, \u00ed grein \u00ed afm\u00e6lisriti Lofts Guttormssonar:<\/p>\n
J\u00f3n Torfi J\u00f3nasson. (2008). <\/span>L\u00e6rt af s\u00f6gunni?<\/a><\/strong><\/span> \u00cd \u00d3l\u00f6f Gar\u00f0arsd\u00f3ttir, Helgi Sk\u00fali Kjartansson, Gu\u00f0mundur H\u00e1lfdanarson, D\u00f3ra S. Bjarnason og J\u00f3n Torfi J\u00f3nasson (Ritstj.), Menntaspor : rit til hei\u00f0urs Lofti Guttormssyni sj\u00f6tugum 5. apr\u00edl 2008<\/strong><\/em> (bls. 79-95). Reykjav\u00edk: S\u00f6guf\u00e9lag, 2008.<\/span><\/p>\n\u00c9g r\u00e6\u00f0i \u00feetta v\u00ed\u00f0a annars sta\u00f0ar, sj\u00e1 t.d. um h\u00e1sk\u00f3la<\/u>:<\/p>\n
*<\/em>J\u00f3n Torfi J\u00f3nasson. (2006). Can credentialism help to predict the convergence of institutions and systems of higher education?<\/em> CHER 19th Annual Conference Systems Convergence and Institutional Diversity? Centre for Research on Higher Education and Work, University of Kassel, Germany. September 7th-9th 2006. Paper<\/a><\/strong><\/span><\/p>\n*J\u00f3n Torfi J\u00f3nasson. (2005). Allt \u00e1 eina b\u00f3kina l\u00e6rt? Um reglufestu og einsleitni \u00ed \u00fer\u00f3un h\u00e1sk\u00f3la.<\/a> Uppeldi og menntun, 14(1)<\/em>, bls. 133-140.<\/p>\n*J\u00f3n Torfi J\u00f3nasson. (2003). Does the state expand schooling? A a study based on five Nordic countries<\/a>.<\/a> Comparative Education Review, 47<\/em>(2), 160-183.<\/p>\nog \u00ed umr\u00e6\u00f0u um framhaldssk\u00f3la<\/u><\/p>\n
*J\u00f3n Torfi J\u00f3nasson. (1998c). The Foes of Icelandic Vocational Education at the Upper Secondary Level. \u00cd Arild Tjeldvoll (ritstj.), Education and the Scandinavian Welfare State in the Year 2000 <\/em>(bls. 267-304). New York: Garland Publishing. (Sj\u00e1 greinasafn).<\/p>\n\u00a0\u00cd grein fr\u00e1 2002 r\u00e6\u00f0i \u00e9g me\u00f0 tilv\u00edsun \u00ed d\u00e6mi hve miklu getur skipt hvernig sta\u00f0an er metin \u00feegar vi\u00f0br\u00f6g\u00f0 stj\u00f3rnvalda e\u00f0a annarra eru \u00e1kve\u00f0in. \u00deetta mat r\u00e6\u00f0ur au\u00f0vita\u00f0 miklu um \u00fea\u00f0 hva\u00f0 gert er.<\/p>\n
*J\u00f3n Torfi J\u00f3nasson. (2002). Policy and reality in educational development: an analysis based on examples from Iceland.<\/u> Journal of Education Policy<\/em>. 17, 6, 659-671.<\/p>\nEr h\u00e6gt a\u00f0 sp\u00e1 um framt\u00ed\u00f0ina? <\/strong>
\n\u00c1ri\u00f0 1990 gaf \u00e9g \u00fat sp\u00e1 um framt\u00ed\u00f0 \u00edslenska menntakerfisins og \u00fear er \u00edgrundu\u00f0 \u00e1lyktun um hver sennileg \u00fer\u00f3un yr\u00f0i. \u00cd flestum atri\u00f0um vir\u00f0ist s\u00fa sp\u00e1 hafa sta\u00f0ist b\u00fdsna vel.\u00a0A\u00f0 \u00fdmsu leyti var um frumranns\u00f3kn a\u00f0 r\u00e6\u00f0a og mikil vinna l\u00e1 \u00ed \u00f6flun gagna, samantekt \u00feeirra og \u00farvinnslu. \u00dear fjalla \u00e9g um \u00f6ll stig \u00edslenska menntakerfisins, geri grein fyrir \u00fer\u00f3un hvers og eins og r\u00f6ksty\u00f0 hvers konar breytingum s\u00e9 rauns\u00e6tt a\u00f0 b\u00faast vi\u00f0. \u00dea\u00f0 sem \u00e9g setti \u00fearna fram hefur haft t\u00f6luver\u00f0 \u00e1hrif \u00e1 faglega umr\u00e6\u00f0u um fj\u00f6lm\u00f6rg m\u00e1lefni, svo sem um einsetinn sk\u00f3la, framhaldssk\u00f3lastigi\u00f0, \u00fer\u00f3un h\u00e1sk\u00f3lastigsins, um endurmenntun og fullor\u00f0insfr\u00e6\u00f0slu.<\/p>\nJ\u00f3n Torfi J\u00f3nasson (1990). Menntun \u00e1 \u00cdslandi \u00ed 25 \u00e1r, 1985 - 2010.<\/em> Reykjav\u00edk: Framkv\u00e6mdanefnd um framt\u00ed\u00f0ark\u00f6nnun. [143 s\u00ed\u00f0ur.]<\/span><\/p>\nErindi um framt\u00ed\u00f0ina. Segja m\u00e1 a\u00f0 langflest erinda minna fjalli um framt\u00ed\u00f0ina, en \u00e9g tilgreini \u00feau undir \u00fev\u00ed vi\u00f0fangsefni sem \u00feau eiga einkum vi\u00f0 um, nefni \u00fe\u00f3 h\u00e9r:<\/p>\n
2004.15 De nordiske s\u00e6rtrekk i globalt perspektiv? Tanker om uddannelse, udvikling, globalisering og flekisbilitet. R\u00e1\u00f0stefnan GLOBALT UTDANNINGSMARKED \u2013 NORDISK UTFORDRING. Nordisk Ministerr\u00e5ds temakonferanse om fleksibel l\u00e6ring. Hotel Loftlei\u00f0ir, Reykjav\u00edk, \u00cdsland 23. \u2013 24. september 2004.<\/span><\/p>\n<\/a><\/p>\n<\/a>Hugmyndir og hugmyndasaga<\/h1>\n14.7.2008<\/p>\n
Gildi hugmynda- sk\u00f3las\u00f6gunnar <\/strong>
\nRitger\u00f0 um \u00feetta efni \u00ed afm\u00e6lisriti Lofts Guttormssonar er \u00ed \u00feremur hlutum. Fyrsti hlutinn fjallar um hugmyndina um kennslu me\u00f0 samtali, \u00fear sem kennari r\u00e6\u00f0ir vi\u00f0 nemanda til \u00feessa \u00f0 tryggja a\u00f0 hann \u00f6\u00f0list skilning \u00e1 vi\u00f0fangsefni s\u00ednu; annar hlutinn um breytingar \u00e1 sk\u00f3lastarfi almennt og hvernig \u00feeim farnast og \u00ed \u00feri\u00f0ja lagi rek \u00e9g breytingar \u00e1 umfangi sk\u00f3lastarfs og \u00fe\u00e1 reglufestu sem \u00fear r\u00edkir. Meginni\u00f0ursta\u00f0an er s\u00fa a\u00f0 sk\u00f3lasagan geti veri\u00f0 afskaplega gagnleg og margt megi af henni l\u00e6ra um \u00f6ll \u00feessi atri\u00f0i. Samt s\u00fdnist m\u00e9r a\u00f0 f\u00f3lk s\u00e9 alls ekki rei\u00f0ub\u00fai\u00f0 til \u00feess og gengur til verka \u00ed n\u00fdbreytnistarfi eins og \u00fea\u00f0 hafi ekki veri\u00f0 reynt fyrr. Umr\u00e6\u00f0an er ekkert s\u00e9rstaklega mi\u00f0u\u00f0 vi\u00f0 \u00fea\u00f0 sem hefur gerst h\u00e9r \u00e1 landi, en sennilega m\u00e1 heimf\u00e6ra e-\u00f0 af \u00fev\u00ed sem \u00e9g r\u00e6\u00f0i \u00e1 sk\u00f3lastarf h\u00e9r.<\/p>\nJ\u00f3n Torfi J\u00f3nasson. (2008). L\u00e6rt af s\u00f6gunni?<\/span> \u00cd \u00d3l\u00f6f Gar\u00f0arsd\u00f3ttir, Helgi Sk\u00fali Kjartansson, Gu\u00f0mundur H\u00e1lfdanarson, D\u00f3ra S. Bjarnason og J\u00f3n Torfi J\u00f3nasson (Ritstj.), <\/span>Menntaspor : rit til hei\u00f0urs Lofti Guttormssyni sj\u00f6tugum 5. apr\u00edl 2008<\/em><\/span> (bls. 79-95). Reykjav\u00edk: S\u00f6guf\u00e9lag, 2008.<\/span><\/p>\nNokkur erindi um efni\u00f0, en segja m\u00e1 um fj\u00f6lm\u00f6rg \u00f6nnur erindi a\u00f0 \u00e9g reyni almennt a\u00f0 setja hlutina \u00ed lj\u00f3sgeisla s\u00f6gunnar eftir \u00fev\u00ed sem m\u00e9r er unnt:<\/p>\n
2005.14\u00a0Hv\u00edt\u00e1rbakkask\u00f3linn og l\u00fd\u00f0h\u00e1sk\u00f3lahreyfingin. Erindi flutt \u00e1 100 \u00e1ra afm\u00e6li Hv\u00edt\u00e1rbakkask\u00f3la \u00e1 vegum Snorrastofu \u00ed Reykholti 22. okt\u00f3ber 2005.
\n2003.9 Hvers vegna er erfitt a\u00f0 l\u00e6ra af sk\u00f3las\u00f6gunni? Erindi flutt \u00e1 r\u00e1\u00f0stefnu FUM (f\u00e9lags um menntaranns\u00f3knir) \u00ed KH\u00cd Reykjav\u00edk, 22. n\u00f3vember 2003
\n2001.8 Geta sk\u00f3lar l\u00e6rt af sk\u00f3las\u00f6gunni? Erindi flutt \u00e1 m\u00e1l\u00feingi Ranns\u00f3knarstofnunar KH\u00cd, 19. september 2001.
\n2000.1 Framt\u00ed\u00f0 h\u00e1sk\u00f3la \u00e1 \u00cdslandi \u00ed lj\u00f3si s\u00f6gunnar.<\/a> Erindi flutt \u00e1 m\u00e1l\u00feingi menntam\u00e1lar\u00e1\u00f0uneytisins um h\u00e1sk\u00f3lastigi\u00f0 \u00ed Reykjav\u00edk, 19. febr\u00faar 2000.
\n1998.9 Getum vi\u00f0 l\u00e6rt af s\u00f6gunni? Erindi flutt \u00e1 fundi sk\u00f3lastj\u00f3ra \u00ed Reykjav\u00edk \u00e1 vegum Fr\u00e6\u00f0sluskrifstofu Reykjav\u00edkur, 11. desember 1998.
\n1998.2 \u201eN\u00fa hefur t\u00edminn svo a\u00f0 segja \u00e1 svipstundu umsteypt n\u00e1lega \u00f6llu.\u201c Erindi \u00ed S\u00f6guveislu \u00ed Kennarah\u00e1sk\u00f3la \u00cdslands til hei\u00f0urs Lofti Guttormssyni pr\u00f3fessor sextugum. 3. apr\u00edl 1998.
\n1997.4 Uppruni n\u00fat\u00edma menntakerfis \u00e1 \u00cdslandi. Erindi flutt \u00e1 \u00cdslenska s\u00f6gu\u00feinginu, \u00ed Reykjav\u00edk 30. ma\u00ed 1997.
\n1995.1 Hugmyndir [Bj\u00f6rns Halld\u00f3rssonar] um uppeldi og menntun. M\u00e1l\u00feing um s\u00e9ra Bj\u00f6rn Halld\u00f3rsson \u00ed Sau\u00f0lauksdal, 29. apr\u00edl 1995.<\/p>\n <\/p>\n
Um s\u00edmenntun.<\/strong> \u00cd ritinu G\u00e1tt \u00e1rsriti Fr\u00e6\u00f0slumi\u00f0st\u00f6\u00f0var atvinnul\u00edfsins fj\u00f6llum vi\u00f0 Andrea Ger\u00f0ur a\u00f0eins um hugmyndir tengdar fullor\u00f0insfr\u00e6\u00f0slu, m.a. um e\u00f0li s\u00edmenntunar og r\u00f6k fyrir henni.<\/p>\nJ\u00f3n Torfi J\u00f3nasson og Andrea Ger\u00f0ur Dofrad\u00f3ttir (2007). Er s\u00edmenntunar\u00fej\u00f3\u00f0f\u00e9lag \u00e1 \u00cdslandi?<\/a>\u00a0G\u00e1tt, 4<\/em>, bls. 17-22.<\/p>\nSk\u00f3lap\u00f3lit\u00edk.<\/strong> \u00de\u00f3tt flest af \u00fev\u00ed sem \u00e9g hef skrifa\u00f0 tengist tilteknu sk\u00f3lastigi \u00fe\u00e1 n\u00e6r margt til fleiri en eins sk\u00f3lastigs. \u00cd grein fr\u00e1 2002 r\u00e6\u00f0i \u00e9g me\u00f0 tilv\u00edsun \u00ed d\u00e6mi hve miklu getur skipt hvernig sta\u00f0an er metin \u00feegar vi\u00f0br\u00f6g\u00f0 stj\u00f3rnvalda e\u00f0a annarra eru \u00e1kve\u00f0in. Mat stj\u00f3rnvalda og annarra \u00e1 st\u00f6\u00f0u m\u00e1la r\u00e6\u00f0ur au\u00f0vita\u00f0 miklu um \u00fea\u00f0 hva\u00f0 gert er.<\/p>\nJ\u00f3n Torfi J\u00f3nasson. (2002b). Policy and reality in educational development: an analysis based on examples from Iceland<\/strong>. Journal of Education Policy. 17<\/em>(6), 659-671.<\/span><\/p>\nL\u00fd\u00f0h\u00e1sk\u00f3lahugmyndin. <\/strong>\u00cd kafla um l\u00fd\u00f0h\u00e1sk\u00f3la \u00e1 \u00cdslandi reyni \u00e9g einnig a\u00f0 varpa lj\u00f3si \u00e1 \u00fea\u00f0 hvernig hugmyndin um l\u00fd\u00f0h\u00e1sk\u00f3la tekur land h\u00e9r og n\u00e6r talsver\u00f0ri f\u00f3tfestu, sennilega mun meiri og v\u00ed\u00f0ar en almennt hefur veri\u00f0 tali\u00f0.<\/p>\nJ\u00f3n Torfi J\u00f3nasson. (1999d). <\/span>L\u00fd\u00f0h\u00e1sk\u00f3lar \u00e1 \u00cdslandi \u00ed byrjun 20. aldar.<\/span> \u00cd Hrafnhildur Ragnarsd\u00f3ttir, Krist\u00edn Indri\u00f0ad\u00f3ttir og \u00d3lafur Propp\u00e9 (ritstj.),<\/span>Steinar \u00ed v\u00f6r\u00f0u, til hei\u00f0urs \u00deur\u00ed\u00f0i J. Kristj\u00e1nsd\u00f3ttur sj\u00f6tugri <\/span>(bls. 107-129). Reykjav\u00edk: Ranns\u00f3knarstofnun Kennarah\u00e1sk\u00f3la \u00cdslands.\u00a0<\/span><\/p>\n\u00dej\u00f3\u00f0s\u00f6gur um sk\u00f3lam\u00e1l.<\/strong> \u00cd eftirfarandi grein reyni \u00e9g a\u00f0 s\u00fdna fram \u00e1 a\u00f0 fj\u00f6lmargar vi\u00f0teknar hugmyndir um \u00fer\u00f3un sk\u00f3lastarfs standist ekki n\u00e1nari sko\u00f0un. \u00dearna r\u00e6\u00f0i \u00e9g sex sl\u00edkar hugmyndir og dreg \u00fe\u00e6r allar \u00ed efa.<\/p>\nJ\u00f3n Torfi J\u00f3nasson. (1997b). \u00dej\u00f3\u00f0s\u00f6gur \u00far sk\u00f3lakerfinu.<\/strong> \u00cdslensk f\u00e9lagsrit, 7.-8.<\/em>, 41-69.<\/span><\/p>\n<\/a><\/p>\n<\/a>Fjarkennsla, t\u00f6lvunotkun \u00ed sk\u00f3lastarfi og t\u00f6lvuvit (gervigreind)<\/h1>\n14.7.2008<\/p>\n
\u00c9g geri grein fyrir efninu \u00ed \u00feessum flokkum: mat \u00e1 t\u00f6luvnotkun \u00ed sk\u00f3lastarfi, fjarkennsla, t\u00f6lvur \u00ed sk\u00f3lastarfi+Logo, almennt um t\u00f6lvur \u00ed sk\u00f3lastarfi og s\u00ed\u00f0ast hugmyndir um t\u00f6lvuvit. Fyrst r\u00e6\u00f0i \u00e9g svonefnt ValNet verkefni sem \u00e9g vann me\u00f0 Andreu Ger\u00f0i og mat \u00e1 \u00fer\u00f3unarsk\u00f3lum \u00ed t\u00f6lvu- og uppl\u00fdsingat\u00e6kni.<\/p>\n
Valnet verkefni\u00f0<\/strong>. \u00deetta er eitt \u00e1hugaver\u00f0asta matsverkefni sem \u00e9g hef unni\u00f0. \u00dea\u00f0 var annars vegar a\u00f0 \u00feakka \u00e1hugver\u00f0ri hugmynd, en einnig s\u00e9rlega g\u00f3\u00f0u samstarfi vi\u00f0 \u00fe\u00e6r Andreu Ger\u00f0i samstarfskonu m\u00edna \u00e1 F\u00e9lagsv\u00edsindastofnun og vi\u00f0 H\u00f6rpu Hreinsd\u00f3ttur sem st\u00fdr\u00f0i \u00fer\u00f3unarfasanum sem var til mats, af s\u00e9rstakri fagmennsku. Vi\u00f0 l\u00f6g\u00f0um til grundvallar \u00ed matinu svonefndan POETiC ramma sem reyndist afar gagnlegur vi\u00f0 mat \u00e1 \u00fer\u00f3unarstarfi. (Sj\u00e1 n\u00fa SIPTEC rammann, sem kemur eiginlega \u00ed sta\u00f0inn).<\/p>\nCathy Lewin, Fernand Mesdom, J\u00f3n Torfi J\u00f3nasson, Andrea Ger\u0111ur Dofrad\u00f3ttir, Candido de Freitas, Donatella Nucci, Andrew Moore, Peter Scrimshaw, David Wood, Harpa Hreinsd\u00f3ttir, Roger Blamire, Anne Gilleran (2004). ValNet Consolidated Report.<\/em> <\/span>Brusseles: EUN.
\nJ\u00f3n Torfi J\u00f3nasson and Andrea Ger\u00f0ur Dofrad\u00f3ttir. (May 2004). A European Schoolnet project. ValNet. Validation of the ITALES project.<\/a> May 2004. Centre for the Development of Education. Social Science Research Institute. University of Iceland.<\/span><\/p>\n\u00der\u00f3unarsk\u00f3laverkefni.<\/strong> Mat \u00e1 notkun t\u00f6lvu- og uppl\u00fdsingat\u00e6kni \u00ed sex sk\u00f3lum. Mj\u00f6g margt \u00e1hugavert var unni\u00f0 \u00ed \u00feessum sk\u00f3lum, en \u00e1 hinn b\u00f3ginn kom \u00ed lj\u00f3s a\u00f0 \u00fdmsir h\u00f6f\u00f0u gert s\u00e9r heldur h\u00e1ar vonir um m\u00e1tt t\u00f6lvut\u00e6kninnar, sem minnti mig \u00e1 m\u00ednar eigin hugmyndir tuttugu \u00e1rum fyrr.<\/p>\nJ\u00f3n Torfi J\u00f3nasson, Andrea G. Dofrad\u00f3ttir og Kristjana Stella Bl\u00f6ndal. (J\u00fan\u00ed 2002). Hva\u00f0a l\u00e6rd\u00f3m m\u00e1 draga af \u00fer\u00f3unarsk\u00f3laverkefninu \u00ed uppl\u00fdsingat\u00e6kni. Mat \u00e1 framkv\u00e6md og \u00e1vinningi verkefnisins. <\/a>(Unni\u00f0 fyrir menntam\u00e1lar\u00e1\u00f0uneyti\u00f0). Reykjav\u00edk: F\u00e9lagsv\u00edsindastofnun. [59 bls.]<\/span><\/p>\nFjarkennsla.<\/span> Hva\u00f0 fjarkennsluna var\u00f0ar \u00fe\u00e1 taldi \u00e9g (og tel enn) a\u00f0 h\u00fan v\u00e6ri mikilv\u00e6g vi\u00f0b\u00f3t vi\u00f0 hef\u00f0bundi\u00f0 sk\u00f3lastarf og g\u00e6ti raunar or\u00f0i\u00f0 til \u00feess a\u00f0 breyta \u00fev\u00ed. Fyrir m\u00e9r var uppbygging fjarkennslu me\u00f0 hj\u00e1lp t\u00f6lvu m\u00e9r n\u00e6stum hugsj\u00f3n og taldi \u00fear liggja feikilega vann\u00fdtta m\u00f6guleika. \u00c1rin 1986-1987 var \u00e9g ritari Fjarkennslunefndar menntam\u00e1lar\u00e1\u00f0uneytisins og 1987-1989 forma\u00f0ur Framkv\u00e6mdanefndar menntam\u00e1lar\u00e1\u00f0uneytisins um fjarkennslu, sem m.a. st\u00f3\u00f0 fyrir Fr\u00e6\u00f0sluvarpi, sem s\u00e1 um kennslu \u00ed sj\u00f3nvarpi.<\/p>\n\u00deur\u00ed\u00f0ur J\u00f3hanssd\u00f3ttir skrifar n\u00fa doktorsritger\u00f0 um notkun fjarkennslu \u00ed kennaran\u00e1mi undir minni leis\u00f0\u00f6gn.<\/p>\n
Fyrir utan sk\u00fdrslur um efni\u00f0, \u00fe\u00e1 nefni \u00e9g h\u00e9r:<\/p>\n
Greinar:
\nJ\u00f3n Torfi J\u00f3nasson. (1990a). Fjarkennsla. \u00cd Uppl\u00fdsingar eru au\u00f0lind: greinar um uppl\u00fdsingastarfsemi \u00ed \u00fe\u00e1gu v\u00edsinda og mennta (bls. 281-289). Reykjav\u00edk: Samstarfsnefnd um uppl\u00fdsingam\u00e1l.\u00a0 (Sj\u00e1 yfirlit yfir greinasafn.<\/a>)
\nJ\u00f3n Torfi J\u00f3nasson. (1990c). N\u00e1m og aldur. \u00cd Fjarkennsla og fjarkennslua\u00f0fer\u00f0ir (bls. 29-37). Reykjav\u00edk: Framkv\u00e6mdanefnd um fjarkennslu. Menntam\u00e1lar\u00e1\u00f0uneyti\u00f0.
\nJ\u00f3n Torfi J\u00f3nasson. (1990d). Nokkrir punktar um Open University \u00ed Bretlandi og Open Universit\u00e4t \u00ed Hollandi. \u00cd Fjarkennsla og fjarkennslua\u00f0fer\u00f0ir (bls. 22-27). Reykjav\u00edk: Framkv\u00e6mdanefnd um fjarkennslu. Menntam\u00e1lar\u00e1\u00f0uneyti\u00f0.<\/span><\/p>\nErindi:
\n1986.1. Fjarkennsla. Erindi flutt \u00e1 fundi BHM um fjarkennslu. Febr\u00faar 1986.<\/span><\/p>\nT\u00f6lvur \u00ed sk\u00f3lastarfi. Logo.<\/strong> \u00cd doktorsn\u00e1mi m\u00ednu \u00e1 \u00e1ttunda \u00e1ratug s\u00ed\u00f0ustu aldar nota\u00f0i \u00e9g t\u00f6lvur miki\u00f0, l\u00e6r\u00f0i \u00fdmis forritunarm\u00e1l og s\u00e1 hve margt v\u00e6ri h\u00e6gt a\u00f0 l\u00e1ta \u00fe\u00e6r gera margt hef\u00f0i ma\u00f0ur til \u00feess \u00feekkingu. \u00c1 \u00feeim t\u00edma voru upp margv\u00edslegar bjarts\u00fdnishugmyndir um n\u00fdtingu t\u00f6lva \u00ed \u00fe\u00e1gu menntunar. \u00c9g skrifa\u00f0i um \u00feetta almennt, kenndi um \u00feetta efni, en var\u00f0 s\u00e9rstaklega hugfanginn af forritunarm\u00e1linu Logo. \u00dea\u00f0 var hugsa\u00f0 fyrir b\u00f6rn og unglinga, en var \u00ed raun afar \u00fer\u00f3a\u00f0 og \u00f6flugt forritunarm\u00e1l (sj\u00e1 t.d. NetLogo<\/a> sem n\u00fa er \u00ed \u00fer\u00f3un). Fj\u00f6lmargir \u00edslenskir kennarar s\u00fdndu \u00feessu \u00e1huga, en \u00e9g vann mest me\u00f0 Ragnhei\u00f0i Benediktsson, sem lengi kenndi \u00ed Melask\u00f3la. \u00c9g skrifa\u00f0i tv\u00e6r \u00fatg\u00e1fur b\u00f3kar um Logo, en umbreytingin var svo miki\u00f0 a\u00f0 \u00e9g \u00e1kva\u00f0 a\u00f0 \u00ed raun v\u00e6ri um n\u00fdja b\u00f3k a\u00f0 r\u00e6\u00f0a \u00feegar \u00e9g skrifa\u00f0i seinni \u00fatg\u00e1funa.<\/p>\nJ\u00f3n Torfi J\u00f3nasson. (1987a). Forritun me\u00f0 LOGO. Reykjav\u00edk: Svart \u00e1 hv\u00edtu. [176 s\u00ed\u00f0ur]
\nJ\u00f3n Torfi J\u00f3nasson. (1983). LOGO: kennslub\u00f3k \u00ed forritun handa kennurum og framhaldssk\u00f3lanemum. Reykjav\u00edk: Svart \u00e1 hv\u00edtu. [130 s\u00ed\u00f0ur.]<\/span><\/p>\nAlmennt um t\u00f6lvunotkun \u00ed sk\u00f3lastarfi.<\/strong> H\u00e9r er um a\u00f0 r\u00e6\u00f0a almenna umr\u00e6\u00f0u um hugmyndir.
\nH\u00f6r\u00f0ur L\u00e1russon, J\u00f3n Torfi J\u00f3nasson, Ragnhei\u00f0ur Benediktsson og Yngvi P\u00e9tursson. (1986). Fr\u00e1s\u00f6gn fr\u00e1 f\u00f6r til Bandar\u00edkjanna \u00ed n\u00f3vember 1986. [30 s\u00ed\u00f0ur.]<\/span><\/p>\nJ\u00f3n Torfi J\u00f3nasson. (1986, 10. og 11. j\u00fal\u00ed). T\u00f6lvur \u00ed sk\u00f3lastarfi. Morgunbla\u00f0i\u00f0.
\nJ\u00f3n Torfi J\u00f3nasson. (1984). T\u00f6lvur \u00ed sk\u00f3lastarfi. Uppeldi [Bla\u00f0 uppeldisfr\u00e6\u00f0inema vi\u00f0 H\u00e1sk\u00f3la \u00cdslands], bls. 8-13.<\/span><\/p>\nSj\u00e1 einnig kafla um \u00feetta efni \u00ed J\u00f3n Torfi J\u00f3nasson. (1990). Menntun \u00e1 \u00cdslandi \u00ed 25 \u00e1r, 1985 - 2010. Reykjav\u00edk: Framkv\u00e6mdanefnd um framt\u00ed\u00f0ark\u00f6nnun. [143 s\u00ed\u00f0ur].<\/p>\n
Erindi
\n2004.3 Einstaklingsmi\u00f0u\u00f0 kennsla \u00ed fj\u00f6lmennum n\u00e1mskei\u00f0um. Erindi flutt \u00e1 UT-r\u00e1\u00f0stefnu menntam\u00e1lar\u00e1\u00f0uneytisins, 6. mars 2004 \u00ed Fj\u00f6lbrautask\u00f3lanum \u00ed Gar\u00f0ab\u00e6. Me\u00f0h\u00f6fundar Andrea Ger\u00f0ur Dofrad\u00f3ttir og Stein\u00fe\u00f3r \u00de\u00f3r\u00f0arson.
\n1993.7. Menntun og mi\u00f0lar. Erindi flutt \u00e1 r\u00e1\u00f0stefnu um t\u00e6kni \u00ed n\u00fat\u00edma \u00fej\u00f3\u00f0f\u00e9lagi, 16. okt\u00f3ber 1993.<\/span><\/p>\nUm \u00feetta efni h\u00e9lt \u00e9g \u00e1\u00f0ur fyrr \u00f3grynni erinda, en h\u00e9lt yfirliti yfir \u00feau ekki saman.<\/p>\n
Hugmyndin um t\u00f6lvuvit<\/strong>, e\u00f0a gervigreind heilla\u00f0i mig lengi og fjalla\u00f0i \u00e9g alltaf e-\u00f0 um \u00fea\u00f0 efni \u00ed n\u00e1mskei\u00f0i sem \u00e9g kenndi \u00ed hugfr\u00e6\u00f0i fyrir s\u00e1lfr\u00e6\u00f0inema. \u00dear fjalla\u00f0i \u00e9g fyrst um \u00fdmis reglukerfi, en s\u00ed\u00f0ar meira um\u00a0netkerfi (neural nets), netn\u00e1m og t\u00f6lvuvit sem \u00e9g skrifa\u00f0i um \u00ed tengslum vi\u00f0 umfj\u00f6llum um gervigreind. \u00deetta tengist me\u00f0 \u00f3beinum h\u00e6tti hugmyndum um \"brain-based\" learning, sem voru mj\u00f6g \u00ed t\u00edsku \u00e1 \u00e1ttunda \u00e1ratug 20. aldar og hafa s\u00ed\u00f0an veri\u00f0 a\u00f0 komast aftur \u00ed t\u00edsku n\u00fa \u00ed byrjun 21. aldar.
\nJ\u00f3n Torfi J\u00f3nasson. (1992c). Hugur og heili. \u00cd Einar Logi Vignisson og \u00d3lafur P\u00e1ll J\u00f3nsson (ritstj.), Af l\u00edkama og s\u00e1l. Sex erindi um manninn og mannshugann (bls. 28-55). Reykjav\u00edk.
\nJ\u00f3n Torfi J\u00f3nasson. (1985). Er vit \u00ed t\u00f6lvuviti? St\u00fadentabla\u00f0i\u00f0, 61(4), 13-16.<\/span><\/p>\n<\/a><\/p>\n<\/a>Leiksk\u00f3li\u00a0\u2013 fr\u00edstundaheimili<\/h1>\n10.7.2008<\/p>\n
Kolbr\u00fan \u00deorbj\u00f6rg P\u00e1lsd\u00f3ttir vinnur a\u00f0 doktorsritger\u00f0 um \u00fer\u00f3un fr\u00edstundaheimila \u00e1 \u00cdslandi me\u00f0 minni lei\u00f0s\u00f6gn.<\/p>\n
\u00cd ritinu Fr\u00e1 g\u00e6slu til sk\u00f3la<\/em> geri \u00e9g grein fyrir \u00fer\u00f3un leiksk\u00f3la \u00e1 \u00cdslandi, m.a. me\u00f0 tilv\u00edsun \u00ed hugt\u00f6kin samfella, st\u00f6\u00f0ugleiki, reglu-festa, b\u00f3kn\u00e1msrek og kerfisrek. \u00der\u00f3un leiksk\u00f3lans sj\u00e1lfs og s\u00ed\u00f0an einnig menntunar leiksk\u00f3lakennara eru r\u00e6dd \u00ed lj\u00f3si \u00feessara hugtaka.
\nJ\u00f3n Torfi J\u00f3nasson. (2006). Fr\u00e1 g\u00e6slu til sk\u00f3la. Um \u00fer\u00f3un leiksk\u00f3la \u00e1 \u00cdslandi.<\/em> Reykjav\u00edk: Ranns\u00f3knarstofa um menntakerfi. F\u00e9lagsv\u00edsindastofnun H\u00e1sk\u00f3la \u00cdslands.<\/span><\/p>\n<\/span><\/p>\nErindi:
\n2008.2\u00a0Hvert er hlutverk leiksk\u00f3lans? Um formlegt, faglegt og raunverulegt hlutverk leiksk\u00f3la. Umr\u00e6\u00f0ufundur stj\u00f3rnenda leiksk\u00f3la, Hamraborg, K\u00f3pavogi, 27. mars 2008.
\n<\/span>2007.2\u00a0Hvernig \u00fer\u00f3ast leiksk\u00f3linn? Gengi\u00f0 inn \u00ed 21. \u00f6ldina. M\u00e1l\u00feing leiksk\u00f3lastj\u00f3ra \u00ed Reykjav\u00edk, 13. mars 2007
\n<\/span>2006.11\u00a0Eitt sk\u00f3lastig e\u00f0a fimm? \u00c1 hva\u00f0a siglingu er sk\u00f3lakerfi\u00f0 og hva\u00f0 r\u00e6\u00f0ur f\u00f6r?\u00a0Erindi flutt \u00e1 r\u00e1\u00f0stefnunni: \u00dea\u00f0 er leikur a\u00f0 l\u00e6ra. Samr\u00e6\u00f0a allra sk\u00f3lastiga, \u00e1 Akureyri, 29.\u201330. september 2006.
\n<\/span>2006.4\u00a0B\u00f6rn og leiksk\u00f3lar \u00ed \u00fdmsum l\u00f6ndum. Erindi flutt \u00e1 r\u00e1\u00f0stefnu um st\u00f6\u00f0u barna \u00ed \u00edslensku \u00fej\u00f3\u00f0f\u00e9lagi 3. mars 2006. Hve gl\u00f6\u00f0 er vor \u00e6ska?
\n<\/span>2006.3\u00a0Um fj\u00f6lbreytni \u00ed sk\u00f3lastarfi. Erindi flutt \u00e1 m\u00e1l\u00feingi sj\u00e1lfst\u00e6\u00f0ra sk\u00f3la 28. jan\u00faar 2006. Fj\u00f6lbreyttir sk\u00f3lar \u2013 fleiri m\u00f6guleikar.
\n<\/span>2004.18 Breytt vi\u00f0horf og breyttir t\u00edmar: \u00c1hrif \u00e1 umgj\u00f6r\u00f0, vi\u00f0gangsefni, st\u00f6\u00f0u og \u00edmynd leiksk\u00f3lans og leiksk\u00f3lakennara. \u00c1rsfundur F\u00e9lags leiksk\u00f3lakennara Grand Hotel, 5. n\u00f3vember 2004.
\n<\/span>1994.3. Ranns\u00f3knir sem grundv\u00f6llur a\u00f0 v\u00f6ndu\u00f0um vinnubr\u00f6g\u00f0um \u00ed leiksk\u00f3lum. Erindi flutt \u00e1 r\u00e1\u00f0stefnu F\u00f3struf\u00e9lags \u00cdslands, \u201eG\u00e6\u00f0i - nema hva\u00f0\u201c sem haldin var \u00ed mars 1994.<\/span><\/p>\n <\/p>\n
<\/a>Grunnsk\u00f3li<\/h1>\n10.7.2008<\/p>\n
Saga al\u00fe\u00fd\u00f0ufr\u00e6\u00f0slu \u00e1 \u00cdslandi, kemur \u00fat s\u00ed\u00f0la \u00e1rs 2008, ritstj\u00f3ri Loftur Guttormsson. \u00dea\u00f0 reyndist m\u00e9r \u00ed senn \u00e1hugavert og erfitt a\u00f0 skrifa um \u00edslenska s\u00f6gu grunnsk\u00f3lans (og a\u00f0 hluta til framhaldssk\u00f3la) seinni hluta 20. aldarinnar. \u00c1hugavert vegna \u00feess a\u00f0 h\u00fan var fj\u00f6l\u00fe\u00e6tt og gr\u00f3skumikil en afskaplega erfitt vegna \u00feess a\u00f0 yfirlit vanta\u00f0i yfir flesta \u00fe\u00e6tti hennar. En \u00e9g f\u00e9kk g\u00f3\u00f0an stu\u00f0ning samverkaf\u00f3lksins, \u00fe\u00f3 s\u00e9rstaklega \u00feeirra Helga Sk\u00fala og Lofts; Loftur reyndist m\u00e9r einstaklega lipur og hvetjandi ritstj\u00f3ri. \u00cd riti\u00f0 um al\u00fe\u00fd\u00f0ufr\u00e6\u00f0slu skrifa \u00e9g nokkra kafla, \u00feeir eru:<\/p>\n
Kafli 6.\u00a0Grunnsk\u00f3li ver\u00f0ur til
\nKafli 9.\u00a0Samr\u00e6mdur framhaldssk\u00f3li ver\u00f0ur til
\nKafli 10. Fj\u00f6ldi nemenda og fj\u00e1rmagn
\nKafli 12. \u00dej\u00f3nustustofnanir sk\u00f3lanna
\nKafli 14. Innlend stefnumi\u00f0 og al\u00fej\u00f3\u00f0leg vi\u00f0mi\u00f0
\nKafli 15. Sk\u00f3li fyrir alla<\/p>\n
<\/a><\/p>\n<\/a>Framhaldssk\u00f3li - almennt<\/h1>\nUmfj\u00f6llun minni um framhaldssk\u00f3lann hef \u00e9g vilja\u00f0 skipta \u00ed nokkra undirflokka. \u00cd fyrsta lagi hef \u00e9g rannsaka\u00f0 almenna \u00fer\u00f3un framhaldssk\u00f3lans \u00e1 20. \u00f6ldinni og velt fyrir m\u00e9r sennilegri \u00fer\u00f3un hans fram eftir 21. \u00f6ldinni, b\u00e6\u00f0i h\u00e9r \u00e1 landi en einnig \u00e1 hinum Nor\u00f0url\u00f6ndunum. \u00cd \u00f6\u00f0ru lagi hef \u00e9g gefi\u00f0 gaum a\u00f0 hugmyndum um breytingar \u00e1 framhaldssk\u00f3lanum og sko\u00f0a\u00f0 l\u00edklegar breytingar \u00e1 nemendafj\u00f6lda og innvi\u00f0um kerfisins, me\u00f0al annars \u00ed lj\u00f3si \u00feess sem gert er \u00e1 \u00f6\u00f0rum Nor\u00f0url\u00f6ndum. \u00cd \u00feri\u00f0ja lagi hef \u00e9g \u00e1samt Kristj\u00f6nu Stellu Bl\u00f6ndal rannsaka\u00f0 n\u00e1msferil nemenda \u00ed framhaldssk\u00f3la, me\u00f0al annars vi\u00f0horf nemenda til sk\u00f3lans og s\u00e9rstaklega sko\u00f0a\u00f0 brottfall \u00far fram-haldssk\u00f3la. \u00cd fj\u00f3r\u00f0a lagi hef \u00e9g sko\u00f0a\u00f0 st\u00f6\u00f0u starfsmenntunar \u00e1 framhaldssk\u00f3lastigi. \u00cd s\u00ed\u00f0asta lagi hef \u00e9g sko\u00f0a\u00f0 st\u00f6\u00f0u l\u00fd\u00f0h\u00e1sk\u00f3lanna \u00ed \u00edslenska framhaldssk\u00f3lakerfinu. Veigamesta verkefni\u00f0 sem \u00e9g vinn n\u00fa a\u00f0 erSkilvirkni framhaldssk\u00f3la<\/em> og l\u00fdkur gagnas\u00f6fnun n\u00fa \u00ed haust (2008), en raunar ver\u00f0ur g\u00f6ngum safna\u00f0 \u00e1fram \u00fev\u00ed a\u00f0 um er a\u00f0 r\u00e6\u00f0a langt\u00edmaranns\u00f3kn.<\/p>\nAlmenn \u00fer\u00f3un framhaldssk\u00f3lans <\/strong>
\nErindi:
\n2003.1 Hva\u00f0 segir n\u00e1msframvinda pilta og st\u00falkna \u00ed norr\u00e6num framhaldssk\u00f3lum okkur um sk\u00f3lana og sk\u00f3lakerfin? Erindi flutt \u00e1 r\u00e1\u00f0stefnu IV um ranns\u00f3knir \u00ed f\u00e9lagsv\u00edsindum. R\u00e1\u00f0stefna F\u00e9lagsv\u00edsindadeildar, Lagadeildar og Vi\u00f0skipta- og hagfr\u00e6\u00f0ideildar, 22. febr\u00faar 2003.
\n2003.2 [Me\u00f0 Steini J\u00f3hannssyni] Um \u00fer\u00f3un sk\u00f3lam\u00e1la \u00e1 \u00cdslandi \u00ed lj\u00f3si ytri a\u00f0st\u00e6\u00f0na \u00e1 \u00e1runum 1945-2000. Erindi flutt \u00e1 r\u00e1\u00f0stefnu IV um ranns\u00f3knir \u00ed f\u00e9lagsv\u00edsindum. R\u00e1\u00f0stefna F\u00e9lagsv\u00edsindadeildar, Lagadeildar og Vi\u00f0skipta- og hagfr\u00e6\u00f0ideildar, 22. febr\u00faar 2003.
\n<\/span>
\nSk\u00f3lasaga framhaldssk\u00f3la <\/strong><\/p>\nSamanbur\u00f0ur vi\u00f0 \u00f6nnur l\u00f6nd
\n<\/strong>H\u00e9r t\u00f3k \u00e9eg saman efni sem \u00e9g haf\u00f0i unni\u00f0 a\u00f0 lengi. \u00dear kemur sk\u00fdrt fram hve \u00fer\u00f3unin er reglubundin og svipu\u00f0 \u00e1 \u00f6llum Nor\u00f0url\u00f6ndunum, m.a. nota \u00e9g \u00feann kynjamun sem \u00fear kemur fram til \u00feess a\u00f0 draga mikilv\u00e6gar \u00e1lyktanir um \u00fer\u00f3un sk\u00f3lakerfa. \u00c9g lag\u00f0i mj\u00f6g mikla vinnu \u00ed \u00feess grein.
\nJ\u00f3n Torfi J\u00f3nasson. (2003). Does the state expand schooling? A a study based on five Nordic countries.<\/a> Comparative Education Review, 47<\/em>(2), 160-183.<\/p>\nSamanbur\u00f0ur \u00e1 sk\u00f3lakerfum Danmerkur, \u00cdslands og Sv\u00ed\u00fej\u00f3\u00f0ar \u00ed samstarfi vi\u00f0 Ranns\u00f3knarstofnun KH\u00cd vegna athugunar menntam\u00e1lar\u00e1\u00f0uneytisins \u00e1 m\u00f6gulegri styttingu grunn- og framhaldssk\u00f3lan\u00e1ms.
\nAllyson Macdonald, Andrea G. Dofrad\u00f3ttir, J\u00f3n Torfi J\u00f3nasson, Michael Dal, Ragna B. Gar\u00f0arsd\u00f3ttir og \u00deur\u00ed\u00f0ur J\u00f3hannsd\u00f3ttir (september 2002).Samanbur\u00f0ark\u00f6nnun \u00e1 sk\u00f3lakerfum \u00e1 \u00cdslandi, \u00ed Danm\u00f6rku og \u00ed Sv\u00ed\u00fej\u00f3\u00f0.<\/em> Unni\u00f0 fyrir Menntam\u00e1lar\u00e1\u00f0uneyti\u00f0, september 2002. Reykjav\u00edk: F\u00e9lagsv\u00edsindastofnun H\u00cd og Ranns\u00f3knarstofnun KH\u00cd. 148 bls. <\/span><\/p>\nMatsverkefni<\/strong> LearnCom, Gems (sj\u00e1 ValNet undir t\u00f6lvum\u00e1l)
\nLearnCom. A\u00f0ild (mat) \u00e1samt Andreu G. Dofrad\u00f3ttur og J\u00f3h\u00f6nnu Andr\u00e9sd\u00f3ttur a\u00f0 LearnCom, verkefni undir stj\u00f3rn Farsk\u00f3la Nor\u00f0urlands vestra - mi\u00f0st\u00f6\u00f0var s\u00edmenntar. Formleg l\u00fdsing. \u00cdslensk l\u00fdsing.
\nGems<\/p>\n<\/a><\/p>\n<\/a>Framhaldssk\u00f3li - framvinda, brotthvarf (\u00ed vinnslu)<\/h1>\nUm n\u00e1msframvindu og fr\u00e1hvarf \u00far sk\u00f3la (verkefni unni\u00f0 \u00ed samstarfi vi\u00f0 Kristj\u00f6nu Stellu Bl\u00f6ndal)<\/strong><\/p>\n
\nM\u00e9r s\u00fdnist \u00fdmsir l\u00e1ti sem \u00feeim s\u00e9 annt um s\u00f6gu og s\u00f6gukennslu en vilji svo sem minnst af henni l\u00e6ra. En \u00feetta segi \u00e9g \u00fe\u00f3 ekki berum or\u00f0um \u00ed greininni. Sj\u00e1 meira.<\/a><\/p>\n
<\/a>Fjarkennsla, t\u00f6lvunotkun \u00ed sk\u00f3lastarfi og t\u00f6lvuvit (gervigreind)<\/a><\/h1>\nUm langa hr\u00ed\u00f0 heillu\u00f0u m\u00f6guleikar t\u00f6lvut\u00e6kninnar mig og \u00e9g taldi a\u00f0 me\u00f0 henni opnu\u00f0ust byltingakenndar lei\u00f0ir til n\u00e1ms og sk\u00f3lastarfs, \u00feetta var einkum \u00e1 \u00e1runum 1980-1990. Hugmyndir m\u00ednar snerust annars vegar um a\u00f0 gera t\u00f6lvuna a\u00f0 verkf\u00e6ri nemendanna og hins vegar a\u00f0 nota hana til samskipta og \u00fe\u00e1 \u00ed \u00fe\u00e1gu fjarkennslu. \u00c9g ger\u00f0i m\u00e9r miklar vonir um a\u00f0 \u00feessi n\u00fdja t\u00e6kni g\u00e6ti gj\u00f6rbreytt sk\u00f3lastarfi \u00e1 \u00fdmsa vegu. \u00dea\u00f0 reyndist mikill misskilningur, og hefur t\u00e6knin \u00ed \u00f6llum a\u00f0alatri\u00f0um or\u00f0i\u00f0 til \u00feess a\u00f0 festa \u00ed sessi hef\u00f0bundi\u00f0 sk\u00f3lastarf, \u00fe\u00f3tt vitaskuld megi finna \u00e1 \u00fev\u00ed margar \u00e1hugaver\u00f0ar undantekningar. Jafnframt \u00feessu haf\u00f0i \u00e9g \u00e1 \u00e1runum 1975-1985 mikinn \u00e1huga \u00e1 hugmyndum um t\u00f6lvuvit (gervigreind) og skrifa\u00f0i a\u00f0eins um \u00fea\u00f0 efni.Sj\u00e1 meira.<\/a><\/p>\n<\/a>Lestur og or\u00f0skynjun<\/h1>\nDoktorsverkefni mitt var um skynjun or\u00f0a, einkum um \u00fea\u00f0 hvort or\u00f0 v\u00e6ru lesin sem ein heild e\u00f0a sem safn stafa e\u00f0a annarra \u00fe\u00e1tta. Meginni\u00f0ursta\u00f0a m\u00edn var s\u00fa a\u00f0 vi\u00f0 \u00feekktum brot \u00far or\u00f0um, jafnvel einstaka stafi; heiti e\u00f0a einhver abstract l\u00fdsing stafanna skipti \u00fe\u00f3 ekki s\u00ed\u00f0ur m\u00e1li en \u00fatlit \u00feeirra. N\u00fdtt l\u00edkan or\u00f0skynjunar var sm\u00ed\u00f0a\u00f0, sem ger\u00f0i r\u00e1\u00f0 fyrir \u00ferepaskiptu or\u00f0skynjunarferli. Sj\u00e1 meira<\/a>.<\/p>\n<\/h1>\n<\/a>Ranns\u00f3knir nemenda<\/h1>\nA\u00f0ild a\u00f0 ranns\u00f3knarvinnu nemenda. \u00c9g hef noti\u00f0 samstarfs vi\u00f0 marga mj\u00f6g \u00f6fluga nemendur og hef sannreynt \u00e1 \u00fev\u00ed samstarfi hve miklu munar a\u00f0 fylgjast me\u00f0 \u00ed ranns\u00f3knum \u00feegar ma\u00f0ur er \u00ed \u00fev\u00ed umhverfi.
\nSj\u00e1 meistaraverkefni, sum \u00ed heild sinni.<\/a><\/p>\n<\/div>\n\nLeiksk\u00f3li - fr\u00edstundaheimili<\/a><\/h1>\n\u00c1ri\u00f0 2006 gaf \u00e9g \u00fat rit um s\u00f6gu og starfsemi leiksk\u00f3la, Fr\u00e1 g\u00e6slu til sk\u00f3la. Um \u00fer\u00f3un leiksk\u00f3la \u00e1 \u00cdslandi.<\/em> \u00cd \u00feessu riti leitast \u00e9g vi\u00f0 setja ramma um mikilv\u00e6g atri\u00f0i \u00ed sk\u00f3la\u00fer\u00f3un og nota leiksk\u00f3lann sem einkar \u00e1hugavert d\u00e6mi. Fr\u00edstundaheimili, er merkileg starfsemi, sem hefur einhvern veginn or\u00f0i\u00f0 \u00fatundan \u00ed umr\u00e6\u00f0u um sk\u00f3lastarf. \u00deau voru \u00ed upphafi tengd leiksk\u00f3lanum en eru n\u00fa mun frekar grunnsk\u00f3lanum, \u2013 og \u00fe\u00f3? Sj\u00e1 n\u00e1nar.<\/a><\/p>\nGrunnsk\u00f3li \u2013 Saga al\u00fe\u00fd\u00f0ufr\u00e6\u00f0slu \u00e1 \u00cdslandi<\/a><\/h1>\n\u00c9g vinn n\u00fa a\u00f0 ritun s\u00f6gu al\u00fe\u00fd\u00f0ufr\u00e6\u00f0slu \u00e1 \u00cdslandi \u00e1samt h\u00f3pi fr\u00e6\u00f0imanna undir ritstj\u00f3rn Lofts Guttormssonar pr\u00f3fessors. Minn hlutur beinist einkum a\u00f0 t\u00edmabilinu 1967-2007. \u00c9g skrifa 6 kafla um \u00fea\u00f0 t\u00edmabil. R\u00e1\u00f0gert a\u00f0 gefa riti\u00f0 \u00fat \u00ed vetrarbyrjun 2008. Sj\u00e1 meira<\/a>.<\/p>\nFramhaldssk\u00f3li -almennt<\/a><\/h1>\nFyrstu verkefni m\u00edn \u00ed H\u00e1sk\u00f3la \u00cdslands voru a\u00f0 kenna n\u00e1mss\u00e1larfr\u00e6\u00f0i \u00ed kennslur\u00e9ttindan\u00e1mi H\u00cd og s\u00ed\u00f0an einnig \u00ed KH\u00cd. Flj\u00f3tlega vakna\u00f0i \u00e1hugi minn \u00e1 muninum \u00e1 b\u00f3kn\u00e1mi og verkn\u00e1mi og hann hefur vegi\u00f0 \u00feungt alla t\u00ed\u00f0 s\u00ed\u00f0an, fyrst fr\u00e1 sj\u00f3narh\u00f3li n\u00e1msins sj\u00e1lfs, en s\u00ed\u00f0an me\u00f0 hli\u00f0sj\u00f3n af kerfinu; hvernig b\u00f3kn\u00e1mi\u00f0 hefur teki\u00f0 v\u00f6ldin af verkn\u00e1minu. H\u00e9r geri \u00e9g grein fyrir \u00fev\u00ed sem \u00e9g hef skrifa\u00f0 um \u00feessa \u00fe\u00e6tti, en s\u00ed\u00f0an fjalla \u00e9g um ranns\u00f3knir \u00e1 n\u00e1msframvindu. M\u00e9r s\u00fdnist a\u00f0 \u00e9g hafi beint athygli minni meira a\u00f0 framhaldssk\u00f3lanum heldur en nokkru \u00f6\u00f0ru sk\u00f3lastigi, og um \u00fea\u00f0 hef \u00e9g b\u00e6\u00f0i skrifa\u00f0 talsvert og haldi\u00f0 erindi. Sj\u00e1 meira.<\/a><\/p>\nFramhaldssk\u00f3li - framvinda, brotthvarf<\/a><\/h1>\nSj\u00e1 l\u00fdsingu \u00e1 umfangsmiklu ranns\u00f3knarverkefni um skilvirkni \u00ed framhaldssk\u00f3la, sem \u00e9g vinn n\u00fa a\u00f0 \u00e1samt \u00f6\u00f0rum (8.7.2008). \u00a0Sj\u00e1 meira.
\nErlent samstarf: DropIn<\/a>
\nErlent samstarf: International Research Network on Youth Education and Training
\nErlent samstarf: Gems.
\nSj\u00e1 meira.<\/a><\/p>\nStarfsmenntun<\/a><\/h1>\nUmfj\u00f6llun um starfsmenntun var \u00fea\u00f0 sem koma m\u00e9r \u00e1 spori\u00f0 vi\u00f0 athugun \u00e1 \u00fer\u00f3un menntunar. Starfsmenntun \u00ed \u00f6llum s\u00ednum myndum er a\u00f0 m\u00f6rgu leyti \u00e1hugaver\u00f0asti en um lei\u00f0 leyndard\u00f3msfyllsti \u00fe\u00e1ttur sk\u00f3lakerfisins. Sj\u00e1 meira<\/a>.<\/p>\nVer\u00f0laun Starfsmenntar\u00e1\u00f0s 2001.<\/em> \u00c1 grundvelli ranns\u00f3kna minna og \u00fe\u00e1ttt\u00f6ku \u00ed umr\u00e6\u00f0u um starfsmenntun var m\u00e9r veitt vi\u00f0urkenning Starfsmenntar\u00e1\u00f0s \u00e1ri\u00f0 2001. M\u00e9r \u00fe\u00f3tti m\u00e9r mikill s\u00f3mi s\u00fdndur me\u00f0 \u00feeirri vi\u00f0urkenningu og er afar stoltur af henni. Sj\u00e1 n\u00e1nar.<\/a><\/p>\nFullor\u00f0insfr\u00e6\u00f0sla og endurmenntun<\/a><\/h1>\nSta\u00f0a fullor\u00f0insfr\u00e6\u00f0slu og \u00fer\u00f3un hennar, samanbur\u00f0ur vi\u00f0 \u00f6nnur l\u00f6nd og um afst\u00f6\u00f0u f\u00f3lks til fullor\u00f0insfr\u00e6\u00f0slu. Sj\u00e1 n\u00e1nar.<\/a><\/p>\nH\u00e1sk\u00f3lastigi\u00f0<\/a><\/h1>\nUndanfari\u00f0 hefur veri\u00f0 l\u00edfleg umr\u00e6\u00f0aum h\u00e1sk\u00f3lam\u00e1l, en h\u00fan hefur \u00fe\u00f3 a\u00f0 m\u00ednu mati ekki veri\u00f0 n\u00e6gilega opin. \u00cd henni hef \u00e9g sett fram b\u00e6\u00f0i munnlega (sj\u00e1 vi\u00f0tal) og skriflega sj\u00f3narmi\u00f0 m\u00edn og m\u00e1 sj\u00e1 \u00feau undir kaflanum um h\u00e1sk\u00f3lastigi\u00f0. (22.8.2009). Sj\u00e1 meira<\/a>.<\/span><\/p>\nUndanfarin \u00e1r hef \u00e9g einnig rita\u00f0 talsvert um \u00fer\u00f3un h\u00e1sk\u00f3la b\u00e6\u00f0i \u00fer\u00f3unina h\u00e9r \u00e1 landi, en einnig \u00ed n\u00e1grannal\u00f6ndum okkar. \u00c9g hef bent \u00e1 \u00e1kve\u00f0in einkenni \u00fer\u00f3unar h\u00e1sk\u00f3la, og haldi\u00f0 fram vissri nau\u00f0hyggju \u00ed \u00fev\u00ed sambandi sem m\u00f6rgum er mj\u00f6g \u00ed n\u00f6p vi\u00f0, af \u00fdmsum \u00e1st\u00e6\u00f0um. \u00cd b\u00f3k um efni\u00f0 hef \u00e9g lagt \u00e1herslu \u00e1 a\u00f0 h\u00e1sk\u00f3laf\u00f3lk taki sj\u00e1lft frumkv\u00e6\u00f0i \u00ed umr\u00e6\u00f0u um m\u00e1lefni h\u00e1sk\u00f3lanna. H\u00e9r a\u00f0 ne\u00f0an \u00ed kaflanum um h\u00e1sk\u00f3lastigi\u00f0 er \u00edtarlegri umfj\u00f6llun um \u00feau atri\u00f0i sem \u00e9g tel skipta m\u00e1li. Sj\u00e1 meira.<\/a><\/p>\n<\/div>\nSk\u00f3la\u00fer\u00f3un<\/h1>\n
14.07.2008<\/p>\n
Undanfarin \u00e1r hef \u00e9g leitast vi\u00f0 a\u00f0 sko\u00f0a menntakerfi\u00f0 \u00ed heild sinni og einbl\u00edna ekki um of \u00e1 einstaka \u00fe\u00e6tti \u00feess. \u00dea\u00f0 m\u00e1 segja a\u00f0 \u00e9g spyrji spurninganna: Hvernig \u00fer\u00f3ast sk\u00f3lakerfi og hvers vegna \u00fer\u00f3ast \u00feau eins og \u00feau \u00feannig? en or\u00f0a \u00fe\u00e6r me\u00f0 \u00fdmsum h\u00e6tti eftir vi\u00f0fangsefninu hverju sinni. \u00de\u00f3tt \u00e9g einbeiti m\u00e9r a\u00f0 framhaldssk\u00f3la og h\u00e1sk\u00f3lastiginu \u00fe\u00e1 hef \u00e9g einnig gefi\u00f0 \u00fat rit um leiksk\u00f3lastigi\u00f0. <\/u>Almenningsfr\u00e6\u00f0slu ritinu skrifa \u00e9g einnig um grunnsk\u00f3la<\/u> og a\u00f0 hluta til um framhaldssk\u00f3la<\/u>. N\u00fa vinn \u00e9g einnig a\u00f0 k\u00f6flum um s\u00f6gu h\u00e1sk\u00f3lastigs<\/u> og fullor\u00f0insfr\u00e6\u00f0slu<\/u> auk almenns yfirlits<\/u>um \u00e1takaefnin (1.11.2009). \u00cd s\u00e9rst\u00f6kum kafla h\u00e9r \u00e1 s\u00ed\u00f0unni rek \u00e9g skrif m\u00edn um \u00fer\u00f3un framhaldssk\u00f3la og um h\u00e1sk\u00f3la<\/a>. \u00cd b\u00f3kinni fr\u00e1 G\u00e6slu til sk\u00f3la<\/em>(Sj\u00e1 Leiksk\u00f3la) geri \u00e9g grein fyrir mikilv\u00e6gum einkennum sk\u00f3la\u00fer\u00f3unar: st\u00f6\u00f0ugleika<\/u>, samfellu<\/u>, reglufestu<\/u>, b\u00f3kn\u00e1mshneig\u00f0<\/u> og kerfisreki<\/u>. \u00deessi einkenni eiga vi\u00f0 um \u00f6ll sk\u00f3lastig, en \u00e9g s\u00fdni hvernig \u00feau koma fram \u00ed \u00fer\u00f3un leiksk\u00f3lans og \u00ed \u00fer\u00f3un menntunar leiksk\u00f3lakennara.<\/p>\nJ\u00f3n Torfi J\u00f3nasson (2006). Fr\u00e1 g\u00e6slu til sk\u00f3la. Um \u00fer\u00f3un leiksk\u00f3la \u00e1 \u00cdslandi<\/strong><\/span>.<\/em><\/strong> Reykjav\u00edk: Ranns\u00f3knarstofa um menntakerfi. F\u00e9lagsv\u00edsindastofnun H\u00e1sk\u00f3la \u00edslands.<\/p>\n\u00c9g geri grein fyrir st\u00f6\u00f0ugleika<\/u> (\u00fer\u00e1stefjum), sem v\u00edsar til \u00feess a\u00f0 veri\u00f0 s\u00e9 a\u00f0 gl\u00edma vi\u00f0 s\u00f6mu atri\u00f0in aftur og aftur, \u00ed grein \u00ed afm\u00e6lisriti Lofts Guttormssonar:<\/p>\n
J\u00f3n Torfi J\u00f3nasson. (2008). <\/span>L\u00e6rt af s\u00f6gunni?<\/a><\/strong><\/span> \u00cd \u00d3l\u00f6f Gar\u00f0arsd\u00f3ttir, Helgi Sk\u00fali Kjartansson, Gu\u00f0mundur H\u00e1lfdanarson, D\u00f3ra S. Bjarnason og J\u00f3n Torfi J\u00f3nasson (Ritstj.), Menntaspor : rit til hei\u00f0urs Lofti Guttormssyni sj\u00f6tugum 5. apr\u00edl 2008<\/strong><\/em> (bls. 79-95). Reykjav\u00edk: S\u00f6guf\u00e9lag, 2008.<\/span><\/p>\n\u00c9g r\u00e6\u00f0i \u00feetta v\u00ed\u00f0a annars sta\u00f0ar, sj\u00e1 t.d. um h\u00e1sk\u00f3la<\/u>:<\/p>\n
*<\/em>J\u00f3n Torfi J\u00f3nasson. (2006). Can credentialism help to predict the convergence of institutions and systems of higher education?<\/em> CHER 19th Annual Conference Systems Convergence and Institutional Diversity? Centre for Research on Higher Education and Work, University of Kassel, Germany. September 7th-9th 2006. Paper<\/a><\/strong><\/span><\/p>\n*J\u00f3n Torfi J\u00f3nasson. (2005). Allt \u00e1 eina b\u00f3kina l\u00e6rt? Um reglufestu og einsleitni \u00ed \u00fer\u00f3un h\u00e1sk\u00f3la.<\/a> Uppeldi og menntun, 14(1)<\/em>, bls. 133-140.<\/p>\n*J\u00f3n Torfi J\u00f3nasson. (2003). Does the state expand schooling? A a study based on five Nordic countries<\/a>.<\/a> Comparative Education Review, 47<\/em>(2), 160-183.<\/p>\nog \u00ed umr\u00e6\u00f0u um framhaldssk\u00f3la<\/u><\/p>\n
*J\u00f3n Torfi J\u00f3nasson. (1998c). The Foes of Icelandic Vocational Education at the Upper Secondary Level. \u00cd Arild Tjeldvoll (ritstj.), Education and the Scandinavian Welfare State in the Year 2000 <\/em>(bls. 267-304). New York: Garland Publishing. (Sj\u00e1 greinasafn).<\/p>\n\u00a0\u00cd grein fr\u00e1 2002 r\u00e6\u00f0i \u00e9g me\u00f0 tilv\u00edsun \u00ed d\u00e6mi hve miklu getur skipt hvernig sta\u00f0an er metin \u00feegar vi\u00f0br\u00f6g\u00f0 stj\u00f3rnvalda e\u00f0a annarra eru \u00e1kve\u00f0in. \u00deetta mat r\u00e6\u00f0ur au\u00f0vita\u00f0 miklu um \u00fea\u00f0 hva\u00f0 gert er.<\/p>\n
*J\u00f3n Torfi J\u00f3nasson. (2002). Policy and reality in educational development: an analysis based on examples from Iceland.<\/u> Journal of Education Policy<\/em>. 17, 6, 659-671.<\/p>\nEr h\u00e6gt a\u00f0 sp\u00e1 um framt\u00ed\u00f0ina? <\/strong>
\n\u00c1ri\u00f0 1990 gaf \u00e9g \u00fat sp\u00e1 um framt\u00ed\u00f0 \u00edslenska menntakerfisins og \u00fear er \u00edgrundu\u00f0 \u00e1lyktun um hver sennileg \u00fer\u00f3un yr\u00f0i. \u00cd flestum atri\u00f0um vir\u00f0ist s\u00fa sp\u00e1 hafa sta\u00f0ist b\u00fdsna vel.\u00a0A\u00f0 \u00fdmsu leyti var um frumranns\u00f3kn a\u00f0 r\u00e6\u00f0a og mikil vinna l\u00e1 \u00ed \u00f6flun gagna, samantekt \u00feeirra og \u00farvinnslu. \u00dear fjalla \u00e9g um \u00f6ll stig \u00edslenska menntakerfisins, geri grein fyrir \u00fer\u00f3un hvers og eins og r\u00f6ksty\u00f0 hvers konar breytingum s\u00e9 rauns\u00e6tt a\u00f0 b\u00faast vi\u00f0. \u00dea\u00f0 sem \u00e9g setti \u00fearna fram hefur haft t\u00f6luver\u00f0 \u00e1hrif \u00e1 faglega umr\u00e6\u00f0u um fj\u00f6lm\u00f6rg m\u00e1lefni, svo sem um einsetinn sk\u00f3la, framhaldssk\u00f3lastigi\u00f0, \u00fer\u00f3un h\u00e1sk\u00f3lastigsins, um endurmenntun og fullor\u00f0insfr\u00e6\u00f0slu.<\/p>\nJ\u00f3n Torfi J\u00f3nasson (1990). Menntun \u00e1 \u00cdslandi \u00ed 25 \u00e1r, 1985 - 2010.<\/em> Reykjav\u00edk: Framkv\u00e6mdanefnd um framt\u00ed\u00f0ark\u00f6nnun. [143 s\u00ed\u00f0ur.]<\/span><\/p>\nErindi um framt\u00ed\u00f0ina. Segja m\u00e1 a\u00f0 langflest erinda minna fjalli um framt\u00ed\u00f0ina, en \u00e9g tilgreini \u00feau undir \u00fev\u00ed vi\u00f0fangsefni sem \u00feau eiga einkum vi\u00f0 um, nefni \u00fe\u00f3 h\u00e9r:<\/p>\n
2004.15 De nordiske s\u00e6rtrekk i globalt perspektiv? Tanker om uddannelse, udvikling, globalisering og flekisbilitet. R\u00e1\u00f0stefnan GLOBALT UTDANNINGSMARKED \u2013 NORDISK UTFORDRING. Nordisk Ministerr\u00e5ds temakonferanse om fleksibel l\u00e6ring. Hotel Loftlei\u00f0ir, Reykjav\u00edk, \u00cdsland 23. \u2013 24. september 2004.<\/span><\/p>\n<\/a><\/p>\n<\/a>Hugmyndir og hugmyndasaga<\/h1>\n14.7.2008<\/p>\n
Gildi hugmynda- sk\u00f3las\u00f6gunnar <\/strong>
\nRitger\u00f0 um \u00feetta efni \u00ed afm\u00e6lisriti Lofts Guttormssonar er \u00ed \u00feremur hlutum. Fyrsti hlutinn fjallar um hugmyndina um kennslu me\u00f0 samtali, \u00fear sem kennari r\u00e6\u00f0ir vi\u00f0 nemanda til \u00feessa \u00f0 tryggja a\u00f0 hann \u00f6\u00f0list skilning \u00e1 vi\u00f0fangsefni s\u00ednu; annar hlutinn um breytingar \u00e1 sk\u00f3lastarfi almennt og hvernig \u00feeim farnast og \u00ed \u00feri\u00f0ja lagi rek \u00e9g breytingar \u00e1 umfangi sk\u00f3lastarfs og \u00fe\u00e1 reglufestu sem \u00fear r\u00edkir. Meginni\u00f0ursta\u00f0an er s\u00fa a\u00f0 sk\u00f3lasagan geti veri\u00f0 afskaplega gagnleg og margt megi af henni l\u00e6ra um \u00f6ll \u00feessi atri\u00f0i. Samt s\u00fdnist m\u00e9r a\u00f0 f\u00f3lk s\u00e9 alls ekki rei\u00f0ub\u00fai\u00f0 til \u00feess og gengur til verka \u00ed n\u00fdbreytnistarfi eins og \u00fea\u00f0 hafi ekki veri\u00f0 reynt fyrr. Umr\u00e6\u00f0an er ekkert s\u00e9rstaklega mi\u00f0u\u00f0 vi\u00f0 \u00fea\u00f0 sem hefur gerst h\u00e9r \u00e1 landi, en sennilega m\u00e1 heimf\u00e6ra e-\u00f0 af \u00fev\u00ed sem \u00e9g r\u00e6\u00f0i \u00e1 sk\u00f3lastarf h\u00e9r.<\/p>\nJ\u00f3n Torfi J\u00f3nasson. (2008). L\u00e6rt af s\u00f6gunni?<\/span> \u00cd \u00d3l\u00f6f Gar\u00f0arsd\u00f3ttir, Helgi Sk\u00fali Kjartansson, Gu\u00f0mundur H\u00e1lfdanarson, D\u00f3ra S. Bjarnason og J\u00f3n Torfi J\u00f3nasson (Ritstj.), <\/span>Menntaspor : rit til hei\u00f0urs Lofti Guttormssyni sj\u00f6tugum 5. apr\u00edl 2008<\/em><\/span> (bls. 79-95). Reykjav\u00edk: S\u00f6guf\u00e9lag, 2008.<\/span><\/p>\nNokkur erindi um efni\u00f0, en segja m\u00e1 um fj\u00f6lm\u00f6rg \u00f6nnur erindi a\u00f0 \u00e9g reyni almennt a\u00f0 setja hlutina \u00ed lj\u00f3sgeisla s\u00f6gunnar eftir \u00fev\u00ed sem m\u00e9r er unnt:<\/p>\n
2005.14\u00a0Hv\u00edt\u00e1rbakkask\u00f3linn og l\u00fd\u00f0h\u00e1sk\u00f3lahreyfingin. Erindi flutt \u00e1 100 \u00e1ra afm\u00e6li Hv\u00edt\u00e1rbakkask\u00f3la \u00e1 vegum Snorrastofu \u00ed Reykholti 22. okt\u00f3ber 2005.
\n2003.9 Hvers vegna er erfitt a\u00f0 l\u00e6ra af sk\u00f3las\u00f6gunni? Erindi flutt \u00e1 r\u00e1\u00f0stefnu FUM (f\u00e9lags um menntaranns\u00f3knir) \u00ed KH\u00cd Reykjav\u00edk, 22. n\u00f3vember 2003
\n2001.8 Geta sk\u00f3lar l\u00e6rt af sk\u00f3las\u00f6gunni? Erindi flutt \u00e1 m\u00e1l\u00feingi Ranns\u00f3knarstofnunar KH\u00cd, 19. september 2001.
\n2000.1 Framt\u00ed\u00f0 h\u00e1sk\u00f3la \u00e1 \u00cdslandi \u00ed lj\u00f3si s\u00f6gunnar.<\/a> Erindi flutt \u00e1 m\u00e1l\u00feingi menntam\u00e1lar\u00e1\u00f0uneytisins um h\u00e1sk\u00f3lastigi\u00f0 \u00ed Reykjav\u00edk, 19. febr\u00faar 2000.
\n1998.9 Getum vi\u00f0 l\u00e6rt af s\u00f6gunni? Erindi flutt \u00e1 fundi sk\u00f3lastj\u00f3ra \u00ed Reykjav\u00edk \u00e1 vegum Fr\u00e6\u00f0sluskrifstofu Reykjav\u00edkur, 11. desember 1998.
\n1998.2 \u201eN\u00fa hefur t\u00edminn svo a\u00f0 segja \u00e1 svipstundu umsteypt n\u00e1lega \u00f6llu.\u201c Erindi \u00ed S\u00f6guveislu \u00ed Kennarah\u00e1sk\u00f3la \u00cdslands til hei\u00f0urs Lofti Guttormssyni pr\u00f3fessor sextugum. 3. apr\u00edl 1998.
\n1997.4 Uppruni n\u00fat\u00edma menntakerfis \u00e1 \u00cdslandi. Erindi flutt \u00e1 \u00cdslenska s\u00f6gu\u00feinginu, \u00ed Reykjav\u00edk 30. ma\u00ed 1997.
\n1995.1 Hugmyndir [Bj\u00f6rns Halld\u00f3rssonar] um uppeldi og menntun. M\u00e1l\u00feing um s\u00e9ra Bj\u00f6rn Halld\u00f3rsson \u00ed Sau\u00f0lauksdal, 29. apr\u00edl 1995.<\/p>\n <\/p>\n
Um s\u00edmenntun.<\/strong> \u00cd ritinu G\u00e1tt \u00e1rsriti Fr\u00e6\u00f0slumi\u00f0st\u00f6\u00f0var atvinnul\u00edfsins fj\u00f6llum vi\u00f0 Andrea Ger\u00f0ur a\u00f0eins um hugmyndir tengdar fullor\u00f0insfr\u00e6\u00f0slu, m.a. um e\u00f0li s\u00edmenntunar og r\u00f6k fyrir henni.<\/p>\nJ\u00f3n Torfi J\u00f3nasson og Andrea Ger\u00f0ur Dofrad\u00f3ttir (2007). Er s\u00edmenntunar\u00fej\u00f3\u00f0f\u00e9lag \u00e1 \u00cdslandi?<\/a>\u00a0G\u00e1tt, 4<\/em>, bls. 17-22.<\/p>\nSk\u00f3lap\u00f3lit\u00edk.<\/strong> \u00de\u00f3tt flest af \u00fev\u00ed sem \u00e9g hef skrifa\u00f0 tengist tilteknu sk\u00f3lastigi \u00fe\u00e1 n\u00e6r margt til fleiri en eins sk\u00f3lastigs. \u00cd grein fr\u00e1 2002 r\u00e6\u00f0i \u00e9g me\u00f0 tilv\u00edsun \u00ed d\u00e6mi hve miklu getur skipt hvernig sta\u00f0an er metin \u00feegar vi\u00f0br\u00f6g\u00f0 stj\u00f3rnvalda e\u00f0a annarra eru \u00e1kve\u00f0in. Mat stj\u00f3rnvalda og annarra \u00e1 st\u00f6\u00f0u m\u00e1la r\u00e6\u00f0ur au\u00f0vita\u00f0 miklu um \u00fea\u00f0 hva\u00f0 gert er.<\/p>\nJ\u00f3n Torfi J\u00f3nasson. (2002b). Policy and reality in educational development: an analysis based on examples from Iceland<\/strong>. Journal of Education Policy. 17<\/em>(6), 659-671.<\/span><\/p>\nL\u00fd\u00f0h\u00e1sk\u00f3lahugmyndin. <\/strong>\u00cd kafla um l\u00fd\u00f0h\u00e1sk\u00f3la \u00e1 \u00cdslandi reyni \u00e9g einnig a\u00f0 varpa lj\u00f3si \u00e1 \u00fea\u00f0 hvernig hugmyndin um l\u00fd\u00f0h\u00e1sk\u00f3la tekur land h\u00e9r og n\u00e6r talsver\u00f0ri f\u00f3tfestu, sennilega mun meiri og v\u00ed\u00f0ar en almennt hefur veri\u00f0 tali\u00f0.<\/p>\nJ\u00f3n Torfi J\u00f3nasson. (1999d). <\/span>L\u00fd\u00f0h\u00e1sk\u00f3lar \u00e1 \u00cdslandi \u00ed byrjun 20. aldar.<\/span> \u00cd Hrafnhildur Ragnarsd\u00f3ttir, Krist\u00edn Indri\u00f0ad\u00f3ttir og \u00d3lafur Propp\u00e9 (ritstj.),<\/span>Steinar \u00ed v\u00f6r\u00f0u, til hei\u00f0urs \u00deur\u00ed\u00f0i J. Kristj\u00e1nsd\u00f3ttur sj\u00f6tugri <\/span>(bls. 107-129). Reykjav\u00edk: Ranns\u00f3knarstofnun Kennarah\u00e1sk\u00f3la \u00cdslands.\u00a0<\/span><\/p>\n\u00dej\u00f3\u00f0s\u00f6gur um sk\u00f3lam\u00e1l.<\/strong> \u00cd eftirfarandi grein reyni \u00e9g a\u00f0 s\u00fdna fram \u00e1 a\u00f0 fj\u00f6lmargar vi\u00f0teknar hugmyndir um \u00fer\u00f3un sk\u00f3lastarfs standist ekki n\u00e1nari sko\u00f0un. \u00dearna r\u00e6\u00f0i \u00e9g sex sl\u00edkar hugmyndir og dreg \u00fe\u00e6r allar \u00ed efa.<\/p>\nJ\u00f3n Torfi J\u00f3nasson. (1997b). \u00dej\u00f3\u00f0s\u00f6gur \u00far sk\u00f3lakerfinu.<\/strong> \u00cdslensk f\u00e9lagsrit, 7.-8.<\/em>, 41-69.<\/span><\/p>\n<\/a><\/p>\n<\/a>Fjarkennsla, t\u00f6lvunotkun \u00ed sk\u00f3lastarfi og t\u00f6lvuvit (gervigreind)<\/h1>\n14.7.2008<\/p>\n
\u00c9g geri grein fyrir efninu \u00ed \u00feessum flokkum: mat \u00e1 t\u00f6luvnotkun \u00ed sk\u00f3lastarfi, fjarkennsla, t\u00f6lvur \u00ed sk\u00f3lastarfi+Logo, almennt um t\u00f6lvur \u00ed sk\u00f3lastarfi og s\u00ed\u00f0ast hugmyndir um t\u00f6lvuvit. Fyrst r\u00e6\u00f0i \u00e9g svonefnt ValNet verkefni sem \u00e9g vann me\u00f0 Andreu Ger\u00f0i og mat \u00e1 \u00fer\u00f3unarsk\u00f3lum \u00ed t\u00f6lvu- og uppl\u00fdsingat\u00e6kni.<\/p>\n
Valnet verkefni\u00f0<\/strong>. \u00deetta er eitt \u00e1hugaver\u00f0asta matsverkefni sem \u00e9g hef unni\u00f0. \u00dea\u00f0 var annars vegar a\u00f0 \u00feakka \u00e1hugver\u00f0ri hugmynd, en einnig s\u00e9rlega g\u00f3\u00f0u samstarfi vi\u00f0 \u00fe\u00e6r Andreu Ger\u00f0i samstarfskonu m\u00edna \u00e1 F\u00e9lagsv\u00edsindastofnun og vi\u00f0 H\u00f6rpu Hreinsd\u00f3ttur sem st\u00fdr\u00f0i \u00fer\u00f3unarfasanum sem var til mats, af s\u00e9rstakri fagmennsku. Vi\u00f0 l\u00f6g\u00f0um til grundvallar \u00ed matinu svonefndan POETiC ramma sem reyndist afar gagnlegur vi\u00f0 mat \u00e1 \u00fer\u00f3unarstarfi. (Sj\u00e1 n\u00fa SIPTEC rammann, sem kemur eiginlega \u00ed sta\u00f0inn).<\/p>\nCathy Lewin, Fernand Mesdom, J\u00f3n Torfi J\u00f3nasson, Andrea Ger\u0111ur Dofrad\u00f3ttir, Candido de Freitas, Donatella Nucci, Andrew Moore, Peter Scrimshaw, David Wood, Harpa Hreinsd\u00f3ttir, Roger Blamire, Anne Gilleran (2004). ValNet Consolidated Report.<\/em> <\/span>Brusseles: EUN.
\nJ\u00f3n Torfi J\u00f3nasson and Andrea Ger\u00f0ur Dofrad\u00f3ttir. (May 2004). A European Schoolnet project. ValNet. Validation of the ITALES project.<\/a> May 2004. Centre for the Development of Education. Social Science Research Institute. University of Iceland.<\/span><\/p>\n\u00der\u00f3unarsk\u00f3laverkefni.<\/strong> Mat \u00e1 notkun t\u00f6lvu- og uppl\u00fdsingat\u00e6kni \u00ed sex sk\u00f3lum. Mj\u00f6g margt \u00e1hugavert var unni\u00f0 \u00ed \u00feessum sk\u00f3lum, en \u00e1 hinn b\u00f3ginn kom \u00ed lj\u00f3s a\u00f0 \u00fdmsir h\u00f6f\u00f0u gert s\u00e9r heldur h\u00e1ar vonir um m\u00e1tt t\u00f6lvut\u00e6kninnar, sem minnti mig \u00e1 m\u00ednar eigin hugmyndir tuttugu \u00e1rum fyrr.<\/p>\nJ\u00f3n Torfi J\u00f3nasson, Andrea G. Dofrad\u00f3ttir og Kristjana Stella Bl\u00f6ndal. (J\u00fan\u00ed 2002). Hva\u00f0a l\u00e6rd\u00f3m m\u00e1 draga af \u00fer\u00f3unarsk\u00f3laverkefninu \u00ed uppl\u00fdsingat\u00e6kni. Mat \u00e1 framkv\u00e6md og \u00e1vinningi verkefnisins. <\/a>(Unni\u00f0 fyrir menntam\u00e1lar\u00e1\u00f0uneyti\u00f0). Reykjav\u00edk: F\u00e9lagsv\u00edsindastofnun. [59 bls.]<\/span><\/p>\nFjarkennsla.<\/span> Hva\u00f0 fjarkennsluna var\u00f0ar \u00fe\u00e1 taldi \u00e9g (og tel enn) a\u00f0 h\u00fan v\u00e6ri mikilv\u00e6g vi\u00f0b\u00f3t vi\u00f0 hef\u00f0bundi\u00f0 sk\u00f3lastarf og g\u00e6ti raunar or\u00f0i\u00f0 til \u00feess a\u00f0 breyta \u00fev\u00ed. Fyrir m\u00e9r var uppbygging fjarkennslu me\u00f0 hj\u00e1lp t\u00f6lvu m\u00e9r n\u00e6stum hugsj\u00f3n og taldi \u00fear liggja feikilega vann\u00fdtta m\u00f6guleika. \u00c1rin 1986-1987 var \u00e9g ritari Fjarkennslunefndar menntam\u00e1lar\u00e1\u00f0uneytisins og 1987-1989 forma\u00f0ur Framkv\u00e6mdanefndar menntam\u00e1lar\u00e1\u00f0uneytisins um fjarkennslu, sem m.a. st\u00f3\u00f0 fyrir Fr\u00e6\u00f0sluvarpi, sem s\u00e1 um kennslu \u00ed sj\u00f3nvarpi.<\/p>\n\u00deur\u00ed\u00f0ur J\u00f3hanssd\u00f3ttir skrifar n\u00fa doktorsritger\u00f0 um notkun fjarkennslu \u00ed kennaran\u00e1mi undir minni leis\u00f0\u00f6gn.<\/p>\n
Fyrir utan sk\u00fdrslur um efni\u00f0, \u00fe\u00e1 nefni \u00e9g h\u00e9r:<\/p>\n
Greinar:
\nJ\u00f3n Torfi J\u00f3nasson. (1990a). Fjarkennsla. \u00cd Uppl\u00fdsingar eru au\u00f0lind: greinar um uppl\u00fdsingastarfsemi \u00ed \u00fe\u00e1gu v\u00edsinda og mennta (bls. 281-289). Reykjav\u00edk: Samstarfsnefnd um uppl\u00fdsingam\u00e1l.\u00a0 (Sj\u00e1 yfirlit yfir greinasafn.<\/a>)
\nJ\u00f3n Torfi J\u00f3nasson. (1990c). N\u00e1m og aldur. \u00cd Fjarkennsla og fjarkennslua\u00f0fer\u00f0ir (bls. 29-37). Reykjav\u00edk: Framkv\u00e6mdanefnd um fjarkennslu. Menntam\u00e1lar\u00e1\u00f0uneyti\u00f0.
\nJ\u00f3n Torfi J\u00f3nasson. (1990d). Nokkrir punktar um Open University \u00ed Bretlandi og Open Universit\u00e4t \u00ed Hollandi. \u00cd Fjarkennsla og fjarkennslua\u00f0fer\u00f0ir (bls. 22-27). Reykjav\u00edk: Framkv\u00e6mdanefnd um fjarkennslu. Menntam\u00e1lar\u00e1\u00f0uneyti\u00f0.<\/span><\/p>\nErindi:
\n1986.1. Fjarkennsla. Erindi flutt \u00e1 fundi BHM um fjarkennslu. Febr\u00faar 1986.<\/span><\/p>\nT\u00f6lvur \u00ed sk\u00f3lastarfi. Logo.<\/strong> \u00cd doktorsn\u00e1mi m\u00ednu \u00e1 \u00e1ttunda \u00e1ratug s\u00ed\u00f0ustu aldar nota\u00f0i \u00e9g t\u00f6lvur miki\u00f0, l\u00e6r\u00f0i \u00fdmis forritunarm\u00e1l og s\u00e1 hve margt v\u00e6ri h\u00e6gt a\u00f0 l\u00e1ta \u00fe\u00e6r gera margt hef\u00f0i ma\u00f0ur til \u00feess \u00feekkingu. \u00c1 \u00feeim t\u00edma voru upp margv\u00edslegar bjarts\u00fdnishugmyndir um n\u00fdtingu t\u00f6lva \u00ed \u00fe\u00e1gu menntunar. \u00c9g skrifa\u00f0i um \u00feetta almennt, kenndi um \u00feetta efni, en var\u00f0 s\u00e9rstaklega hugfanginn af forritunarm\u00e1linu Logo. \u00dea\u00f0 var hugsa\u00f0 fyrir b\u00f6rn og unglinga, en var \u00ed raun afar \u00fer\u00f3a\u00f0 og \u00f6flugt forritunarm\u00e1l (sj\u00e1 t.d. NetLogo<\/a> sem n\u00fa er \u00ed \u00fer\u00f3un). Fj\u00f6lmargir \u00edslenskir kennarar s\u00fdndu \u00feessu \u00e1huga, en \u00e9g vann mest me\u00f0 Ragnhei\u00f0i Benediktsson, sem lengi kenndi \u00ed Melask\u00f3la. \u00c9g skrifa\u00f0i tv\u00e6r \u00fatg\u00e1fur b\u00f3kar um Logo, en umbreytingin var svo miki\u00f0 a\u00f0 \u00e9g \u00e1kva\u00f0 a\u00f0 \u00ed raun v\u00e6ri um n\u00fdja b\u00f3k a\u00f0 r\u00e6\u00f0a \u00feegar \u00e9g skrifa\u00f0i seinni \u00fatg\u00e1funa.<\/p>\nJ\u00f3n Torfi J\u00f3nasson. (1987a). Forritun me\u00f0 LOGO. Reykjav\u00edk: Svart \u00e1 hv\u00edtu. [176 s\u00ed\u00f0ur]
\nJ\u00f3n Torfi J\u00f3nasson. (1983). LOGO: kennslub\u00f3k \u00ed forritun handa kennurum og framhaldssk\u00f3lanemum. Reykjav\u00edk: Svart \u00e1 hv\u00edtu. [130 s\u00ed\u00f0ur.]<\/span><\/p>\nAlmennt um t\u00f6lvunotkun \u00ed sk\u00f3lastarfi.<\/strong> H\u00e9r er um a\u00f0 r\u00e6\u00f0a almenna umr\u00e6\u00f0u um hugmyndir.
\nH\u00f6r\u00f0ur L\u00e1russon, J\u00f3n Torfi J\u00f3nasson, Ragnhei\u00f0ur Benediktsson og Yngvi P\u00e9tursson. (1986). Fr\u00e1s\u00f6gn fr\u00e1 f\u00f6r til Bandar\u00edkjanna \u00ed n\u00f3vember 1986. [30 s\u00ed\u00f0ur.]<\/span><\/p>\nJ\u00f3n Torfi J\u00f3nasson. (1986, 10. og 11. j\u00fal\u00ed). T\u00f6lvur \u00ed sk\u00f3lastarfi. Morgunbla\u00f0i\u00f0.
\nJ\u00f3n Torfi J\u00f3nasson. (1984). T\u00f6lvur \u00ed sk\u00f3lastarfi. Uppeldi [Bla\u00f0 uppeldisfr\u00e6\u00f0inema vi\u00f0 H\u00e1sk\u00f3la \u00cdslands], bls. 8-13.<\/span><\/p>\nSj\u00e1 einnig kafla um \u00feetta efni \u00ed J\u00f3n Torfi J\u00f3nasson. (1990). Menntun \u00e1 \u00cdslandi \u00ed 25 \u00e1r, 1985 - 2010. Reykjav\u00edk: Framkv\u00e6mdanefnd um framt\u00ed\u00f0ark\u00f6nnun. [143 s\u00ed\u00f0ur].<\/p>\n
Erindi
\n2004.3 Einstaklingsmi\u00f0u\u00f0 kennsla \u00ed fj\u00f6lmennum n\u00e1mskei\u00f0um. Erindi flutt \u00e1 UT-r\u00e1\u00f0stefnu menntam\u00e1lar\u00e1\u00f0uneytisins, 6. mars 2004 \u00ed Fj\u00f6lbrautask\u00f3lanum \u00ed Gar\u00f0ab\u00e6. Me\u00f0h\u00f6fundar Andrea Ger\u00f0ur Dofrad\u00f3ttir og Stein\u00fe\u00f3r \u00de\u00f3r\u00f0arson.
\n1993.7. Menntun og mi\u00f0lar. Erindi flutt \u00e1 r\u00e1\u00f0stefnu um t\u00e6kni \u00ed n\u00fat\u00edma \u00fej\u00f3\u00f0f\u00e9lagi, 16. okt\u00f3ber 1993.<\/span><\/p>\nUm \u00feetta efni h\u00e9lt \u00e9g \u00e1\u00f0ur fyrr \u00f3grynni erinda, en h\u00e9lt yfirliti yfir \u00feau ekki saman.<\/p>\n
Hugmyndin um t\u00f6lvuvit<\/strong>, e\u00f0a gervigreind heilla\u00f0i mig lengi og fjalla\u00f0i \u00e9g alltaf e-\u00f0 um \u00fea\u00f0 efni \u00ed n\u00e1mskei\u00f0i sem \u00e9g kenndi \u00ed hugfr\u00e6\u00f0i fyrir s\u00e1lfr\u00e6\u00f0inema. \u00dear fjalla\u00f0i \u00e9g fyrst um \u00fdmis reglukerfi, en s\u00ed\u00f0ar meira um\u00a0netkerfi (neural nets), netn\u00e1m og t\u00f6lvuvit sem \u00e9g skrifa\u00f0i um \u00ed tengslum vi\u00f0 umfj\u00f6llum um gervigreind. \u00deetta tengist me\u00f0 \u00f3beinum h\u00e6tti hugmyndum um \"brain-based\" learning, sem voru mj\u00f6g \u00ed t\u00edsku \u00e1 \u00e1ttunda \u00e1ratug 20. aldar og hafa s\u00ed\u00f0an veri\u00f0 a\u00f0 komast aftur \u00ed t\u00edsku n\u00fa \u00ed byrjun 21. aldar.
\nJ\u00f3n Torfi J\u00f3nasson. (1992c). Hugur og heili. \u00cd Einar Logi Vignisson og \u00d3lafur P\u00e1ll J\u00f3nsson (ritstj.), Af l\u00edkama og s\u00e1l. Sex erindi um manninn og mannshugann (bls. 28-55). Reykjav\u00edk.
\nJ\u00f3n Torfi J\u00f3nasson. (1985). Er vit \u00ed t\u00f6lvuviti? St\u00fadentabla\u00f0i\u00f0, 61(4), 13-16.<\/span><\/p>\n<\/a><\/p>\n<\/a>Leiksk\u00f3li\u00a0\u2013 fr\u00edstundaheimili<\/h1>\n10.7.2008<\/p>\n
Kolbr\u00fan \u00deorbj\u00f6rg P\u00e1lsd\u00f3ttir vinnur a\u00f0 doktorsritger\u00f0 um \u00fer\u00f3un fr\u00edstundaheimila \u00e1 \u00cdslandi me\u00f0 minni lei\u00f0s\u00f6gn.<\/p>\n
\u00cd ritinu Fr\u00e1 g\u00e6slu til sk\u00f3la<\/em> geri \u00e9g grein fyrir \u00fer\u00f3un leiksk\u00f3la \u00e1 \u00cdslandi, m.a. me\u00f0 tilv\u00edsun \u00ed hugt\u00f6kin samfella, st\u00f6\u00f0ugleiki, reglu-festa, b\u00f3kn\u00e1msrek og kerfisrek. \u00der\u00f3un leiksk\u00f3lans sj\u00e1lfs og s\u00ed\u00f0an einnig menntunar leiksk\u00f3lakennara eru r\u00e6dd \u00ed lj\u00f3si \u00feessara hugtaka.
\nJ\u00f3n Torfi J\u00f3nasson. (2006). Fr\u00e1 g\u00e6slu til sk\u00f3la. Um \u00fer\u00f3un leiksk\u00f3la \u00e1 \u00cdslandi.<\/em> Reykjav\u00edk: Ranns\u00f3knarstofa um menntakerfi. F\u00e9lagsv\u00edsindastofnun H\u00e1sk\u00f3la \u00cdslands.<\/span><\/p>\n<\/span><\/p>\nErindi:
\n2008.2\u00a0Hvert er hlutverk leiksk\u00f3lans? Um formlegt, faglegt og raunverulegt hlutverk leiksk\u00f3la. Umr\u00e6\u00f0ufundur stj\u00f3rnenda leiksk\u00f3la, Hamraborg, K\u00f3pavogi, 27. mars 2008.
\n<\/span>2007.2\u00a0Hvernig \u00fer\u00f3ast leiksk\u00f3linn? Gengi\u00f0 inn \u00ed 21. \u00f6ldina. M\u00e1l\u00feing leiksk\u00f3lastj\u00f3ra \u00ed Reykjav\u00edk, 13. mars 2007
\n<\/span>2006.11\u00a0Eitt sk\u00f3lastig e\u00f0a fimm? \u00c1 hva\u00f0a siglingu er sk\u00f3lakerfi\u00f0 og hva\u00f0 r\u00e6\u00f0ur f\u00f6r?\u00a0Erindi flutt \u00e1 r\u00e1\u00f0stefnunni: \u00dea\u00f0 er leikur a\u00f0 l\u00e6ra. Samr\u00e6\u00f0a allra sk\u00f3lastiga, \u00e1 Akureyri, 29.\u201330. september 2006.
\n<\/span>2006.4\u00a0B\u00f6rn og leiksk\u00f3lar \u00ed \u00fdmsum l\u00f6ndum. Erindi flutt \u00e1 r\u00e1\u00f0stefnu um st\u00f6\u00f0u barna \u00ed \u00edslensku \u00fej\u00f3\u00f0f\u00e9lagi 3. mars 2006. Hve gl\u00f6\u00f0 er vor \u00e6ska?
\n<\/span>2006.3\u00a0Um fj\u00f6lbreytni \u00ed sk\u00f3lastarfi. Erindi flutt \u00e1 m\u00e1l\u00feingi sj\u00e1lfst\u00e6\u00f0ra sk\u00f3la 28. jan\u00faar 2006. Fj\u00f6lbreyttir sk\u00f3lar \u2013 fleiri m\u00f6guleikar.
\n<\/span>2004.18 Breytt vi\u00f0horf og breyttir t\u00edmar: \u00c1hrif \u00e1 umgj\u00f6r\u00f0, vi\u00f0gangsefni, st\u00f6\u00f0u og \u00edmynd leiksk\u00f3lans og leiksk\u00f3lakennara. \u00c1rsfundur F\u00e9lags leiksk\u00f3lakennara Grand Hotel, 5. n\u00f3vember 2004.
\n<\/span>1994.3. Ranns\u00f3knir sem grundv\u00f6llur a\u00f0 v\u00f6ndu\u00f0um vinnubr\u00f6g\u00f0um \u00ed leiksk\u00f3lum. Erindi flutt \u00e1 r\u00e1\u00f0stefnu F\u00f3struf\u00e9lags \u00cdslands, \u201eG\u00e6\u00f0i - nema hva\u00f0\u201c sem haldin var \u00ed mars 1994.<\/span><\/p>\n <\/p>\n
<\/a>Grunnsk\u00f3li<\/h1>\n10.7.2008<\/p>\n
Saga al\u00fe\u00fd\u00f0ufr\u00e6\u00f0slu \u00e1 \u00cdslandi, kemur \u00fat s\u00ed\u00f0la \u00e1rs 2008, ritstj\u00f3ri Loftur Guttormsson. \u00dea\u00f0 reyndist m\u00e9r \u00ed senn \u00e1hugavert og erfitt a\u00f0 skrifa um \u00edslenska s\u00f6gu grunnsk\u00f3lans (og a\u00f0 hluta til framhaldssk\u00f3la) seinni hluta 20. aldarinnar. \u00c1hugavert vegna \u00feess a\u00f0 h\u00fan var fj\u00f6l\u00fe\u00e6tt og gr\u00f3skumikil en afskaplega erfitt vegna \u00feess a\u00f0 yfirlit vanta\u00f0i yfir flesta \u00fe\u00e6tti hennar. En \u00e9g f\u00e9kk g\u00f3\u00f0an stu\u00f0ning samverkaf\u00f3lksins, \u00fe\u00f3 s\u00e9rstaklega \u00feeirra Helga Sk\u00fala og Lofts; Loftur reyndist m\u00e9r einstaklega lipur og hvetjandi ritstj\u00f3ri. \u00cd riti\u00f0 um al\u00fe\u00fd\u00f0ufr\u00e6\u00f0slu skrifa \u00e9g nokkra kafla, \u00feeir eru:<\/p>\n
Kafli 6.\u00a0Grunnsk\u00f3li ver\u00f0ur til
\nKafli 9.\u00a0Samr\u00e6mdur framhaldssk\u00f3li ver\u00f0ur til
\nKafli 10. Fj\u00f6ldi nemenda og fj\u00e1rmagn
\nKafli 12. \u00dej\u00f3nustustofnanir sk\u00f3lanna
\nKafli 14. Innlend stefnumi\u00f0 og al\u00fej\u00f3\u00f0leg vi\u00f0mi\u00f0
\nKafli 15. Sk\u00f3li fyrir alla<\/p>\n
<\/a><\/p>\n<\/a>Framhaldssk\u00f3li - almennt<\/h1>\nUmfj\u00f6llun minni um framhaldssk\u00f3lann hef \u00e9g vilja\u00f0 skipta \u00ed nokkra undirflokka. \u00cd fyrsta lagi hef \u00e9g rannsaka\u00f0 almenna \u00fer\u00f3un framhaldssk\u00f3lans \u00e1 20. \u00f6ldinni og velt fyrir m\u00e9r sennilegri \u00fer\u00f3un hans fram eftir 21. \u00f6ldinni, b\u00e6\u00f0i h\u00e9r \u00e1 landi en einnig \u00e1 hinum Nor\u00f0url\u00f6ndunum. \u00cd \u00f6\u00f0ru lagi hef \u00e9g gefi\u00f0 gaum a\u00f0 hugmyndum um breytingar \u00e1 framhaldssk\u00f3lanum og sko\u00f0a\u00f0 l\u00edklegar breytingar \u00e1 nemendafj\u00f6lda og innvi\u00f0um kerfisins, me\u00f0al annars \u00ed lj\u00f3si \u00feess sem gert er \u00e1 \u00f6\u00f0rum Nor\u00f0url\u00f6ndum. \u00cd \u00feri\u00f0ja lagi hef \u00e9g \u00e1samt Kristj\u00f6nu Stellu Bl\u00f6ndal rannsaka\u00f0 n\u00e1msferil nemenda \u00ed framhaldssk\u00f3la, me\u00f0al annars vi\u00f0horf nemenda til sk\u00f3lans og s\u00e9rstaklega sko\u00f0a\u00f0 brottfall \u00far fram-haldssk\u00f3la. \u00cd fj\u00f3r\u00f0a lagi hef \u00e9g sko\u00f0a\u00f0 st\u00f6\u00f0u starfsmenntunar \u00e1 framhaldssk\u00f3lastigi. \u00cd s\u00ed\u00f0asta lagi hef \u00e9g sko\u00f0a\u00f0 st\u00f6\u00f0u l\u00fd\u00f0h\u00e1sk\u00f3lanna \u00ed \u00edslenska framhaldssk\u00f3lakerfinu. Veigamesta verkefni\u00f0 sem \u00e9g vinn n\u00fa a\u00f0 erSkilvirkni framhaldssk\u00f3la<\/em> og l\u00fdkur gagnas\u00f6fnun n\u00fa \u00ed haust (2008), en raunar ver\u00f0ur g\u00f6ngum safna\u00f0 \u00e1fram \u00fev\u00ed a\u00f0 um er a\u00f0 r\u00e6\u00f0a langt\u00edmaranns\u00f3kn.<\/p>\nAlmenn \u00fer\u00f3un framhaldssk\u00f3lans <\/strong>
\nErindi:
\n2003.1 Hva\u00f0 segir n\u00e1msframvinda pilta og st\u00falkna \u00ed norr\u00e6num framhaldssk\u00f3lum okkur um sk\u00f3lana og sk\u00f3lakerfin? Erindi flutt \u00e1 r\u00e1\u00f0stefnu IV um ranns\u00f3knir \u00ed f\u00e9lagsv\u00edsindum. R\u00e1\u00f0stefna F\u00e9lagsv\u00edsindadeildar, Lagadeildar og Vi\u00f0skipta- og hagfr\u00e6\u00f0ideildar, 22. febr\u00faar 2003.
\n2003.2 [Me\u00f0 Steini J\u00f3hannssyni] Um \u00fer\u00f3un sk\u00f3lam\u00e1la \u00e1 \u00cdslandi \u00ed lj\u00f3si ytri a\u00f0st\u00e6\u00f0na \u00e1 \u00e1runum 1945-2000. Erindi flutt \u00e1 r\u00e1\u00f0stefnu IV um ranns\u00f3knir \u00ed f\u00e9lagsv\u00edsindum. R\u00e1\u00f0stefna F\u00e9lagsv\u00edsindadeildar, Lagadeildar og Vi\u00f0skipta- og hagfr\u00e6\u00f0ideildar, 22. febr\u00faar 2003.
\n<\/span>
\nSk\u00f3lasaga framhaldssk\u00f3la <\/strong><\/p>\nSamanbur\u00f0ur vi\u00f0 \u00f6nnur l\u00f6nd
\n<\/strong>H\u00e9r t\u00f3k \u00e9eg saman efni sem \u00e9g haf\u00f0i unni\u00f0 a\u00f0 lengi. \u00dear kemur sk\u00fdrt fram hve \u00fer\u00f3unin er reglubundin og svipu\u00f0 \u00e1 \u00f6llum Nor\u00f0url\u00f6ndunum, m.a. nota \u00e9g \u00feann kynjamun sem \u00fear kemur fram til \u00feess a\u00f0 draga mikilv\u00e6gar \u00e1lyktanir um \u00fer\u00f3un sk\u00f3lakerfa. \u00c9g lag\u00f0i mj\u00f6g mikla vinnu \u00ed \u00feess grein.
\nJ\u00f3n Torfi J\u00f3nasson. (2003). Does the state expand schooling? A a study based on five Nordic countries.<\/a> Comparative Education Review, 47<\/em>(2), 160-183.<\/p>\nSamanbur\u00f0ur \u00e1 sk\u00f3lakerfum Danmerkur, \u00cdslands og Sv\u00ed\u00fej\u00f3\u00f0ar \u00ed samstarfi vi\u00f0 Ranns\u00f3knarstofnun KH\u00cd vegna athugunar menntam\u00e1lar\u00e1\u00f0uneytisins \u00e1 m\u00f6gulegri styttingu grunn- og framhaldssk\u00f3lan\u00e1ms.
\nAllyson Macdonald, Andrea G. Dofrad\u00f3ttir, J\u00f3n Torfi J\u00f3nasson, Michael Dal, Ragna B. Gar\u00f0arsd\u00f3ttir og \u00deur\u00ed\u00f0ur J\u00f3hannsd\u00f3ttir (september 2002).Samanbur\u00f0ark\u00f6nnun \u00e1 sk\u00f3lakerfum \u00e1 \u00cdslandi, \u00ed Danm\u00f6rku og \u00ed Sv\u00ed\u00fej\u00f3\u00f0.<\/em> Unni\u00f0 fyrir Menntam\u00e1lar\u00e1\u00f0uneyti\u00f0, september 2002. Reykjav\u00edk: F\u00e9lagsv\u00edsindastofnun H\u00cd og Ranns\u00f3knarstofnun KH\u00cd. 148 bls. <\/span><\/p>\nMatsverkefni<\/strong> LearnCom, Gems (sj\u00e1 ValNet undir t\u00f6lvum\u00e1l)
\nLearnCom. A\u00f0ild (mat) \u00e1samt Andreu G. Dofrad\u00f3ttur og J\u00f3h\u00f6nnu Andr\u00e9sd\u00f3ttur a\u00f0 LearnCom, verkefni undir stj\u00f3rn Farsk\u00f3la Nor\u00f0urlands vestra - mi\u00f0st\u00f6\u00f0var s\u00edmenntar. Formleg l\u00fdsing. \u00cdslensk l\u00fdsing.
\nGems<\/p>\n<\/a><\/p>\n<\/a>Framhaldssk\u00f3li - framvinda, brotthvarf (\u00ed vinnslu)<\/h1>\nUm n\u00e1msframvindu og fr\u00e1hvarf \u00far sk\u00f3la (verkefni unni\u00f0 \u00ed samstarfi vi\u00f0 Kristj\u00f6nu Stellu Bl\u00f6ndal)<\/strong><\/p>\n
<\/a>Lestur og or\u00f0skynjun<\/h1>\nDoktorsverkefni mitt var um skynjun or\u00f0a, einkum um \u00fea\u00f0 hvort or\u00f0 v\u00e6ru lesin sem ein heild e\u00f0a sem safn stafa e\u00f0a annarra \u00fe\u00e1tta. Meginni\u00f0ursta\u00f0a m\u00edn var s\u00fa a\u00f0 vi\u00f0 \u00feekktum brot \u00far or\u00f0um, jafnvel einstaka stafi; heiti e\u00f0a einhver abstract l\u00fdsing stafanna skipti \u00fe\u00f3 ekki s\u00ed\u00f0ur m\u00e1li en \u00fatlit \u00feeirra. N\u00fdtt l\u00edkan or\u00f0skynjunar var sm\u00ed\u00f0a\u00f0, sem ger\u00f0i r\u00e1\u00f0 fyrir \u00ferepaskiptu or\u00f0skynjunarferli. Sj\u00e1 meira<\/a>.<\/p>\n<\/h1>\n<\/a>Ranns\u00f3knir nemenda<\/h1>\nA\u00f0ild a\u00f0 ranns\u00f3knarvinnu nemenda. \u00c9g hef noti\u00f0 samstarfs vi\u00f0 marga mj\u00f6g \u00f6fluga nemendur og hef sannreynt \u00e1 \u00fev\u00ed samstarfi hve miklu munar a\u00f0 fylgjast me\u00f0 \u00ed ranns\u00f3knum \u00feegar ma\u00f0ur er \u00ed \u00fev\u00ed umhverfi.
\nSj\u00e1 meistaraverkefni, sum \u00ed heild sinni.<\/a><\/p>\n<\/div>\n\nLeiksk\u00f3li - fr\u00edstundaheimili<\/a><\/h1>\n\u00c1ri\u00f0 2006 gaf \u00e9g \u00fat rit um s\u00f6gu og starfsemi leiksk\u00f3la, Fr\u00e1 g\u00e6slu til sk\u00f3la. Um \u00fer\u00f3un leiksk\u00f3la \u00e1 \u00cdslandi.<\/em> \u00cd \u00feessu riti leitast \u00e9g vi\u00f0 setja ramma um mikilv\u00e6g atri\u00f0i \u00ed sk\u00f3la\u00fer\u00f3un og nota leiksk\u00f3lann sem einkar \u00e1hugavert d\u00e6mi. Fr\u00edstundaheimili, er merkileg starfsemi, sem hefur einhvern veginn or\u00f0i\u00f0 \u00fatundan \u00ed umr\u00e6\u00f0u um sk\u00f3lastarf. \u00deau voru \u00ed upphafi tengd leiksk\u00f3lanum en eru n\u00fa mun frekar grunnsk\u00f3lanum, \u2013 og \u00fe\u00f3? Sj\u00e1 n\u00e1nar.<\/a><\/p>\nGrunnsk\u00f3li \u2013 Saga al\u00fe\u00fd\u00f0ufr\u00e6\u00f0slu \u00e1 \u00cdslandi<\/a><\/h1>\n\u00c9g vinn n\u00fa a\u00f0 ritun s\u00f6gu al\u00fe\u00fd\u00f0ufr\u00e6\u00f0slu \u00e1 \u00cdslandi \u00e1samt h\u00f3pi fr\u00e6\u00f0imanna undir ritstj\u00f3rn Lofts Guttormssonar pr\u00f3fessors. Minn hlutur beinist einkum a\u00f0 t\u00edmabilinu 1967-2007. \u00c9g skrifa 6 kafla um \u00fea\u00f0 t\u00edmabil. R\u00e1\u00f0gert a\u00f0 gefa riti\u00f0 \u00fat \u00ed vetrarbyrjun 2008. Sj\u00e1 meira<\/a>.<\/p>\nFramhaldssk\u00f3li -almennt<\/a><\/h1>\nFyrstu verkefni m\u00edn \u00ed H\u00e1sk\u00f3la \u00cdslands voru a\u00f0 kenna n\u00e1mss\u00e1larfr\u00e6\u00f0i \u00ed kennslur\u00e9ttindan\u00e1mi H\u00cd og s\u00ed\u00f0an einnig \u00ed KH\u00cd. Flj\u00f3tlega vakna\u00f0i \u00e1hugi minn \u00e1 muninum \u00e1 b\u00f3kn\u00e1mi og verkn\u00e1mi og hann hefur vegi\u00f0 \u00feungt alla t\u00ed\u00f0 s\u00ed\u00f0an, fyrst fr\u00e1 sj\u00f3narh\u00f3li n\u00e1msins sj\u00e1lfs, en s\u00ed\u00f0an me\u00f0 hli\u00f0sj\u00f3n af kerfinu; hvernig b\u00f3kn\u00e1mi\u00f0 hefur teki\u00f0 v\u00f6ldin af verkn\u00e1minu. H\u00e9r geri \u00e9g grein fyrir \u00fev\u00ed sem \u00e9g hef skrifa\u00f0 um \u00feessa \u00fe\u00e6tti, en s\u00ed\u00f0an fjalla \u00e9g um ranns\u00f3knir \u00e1 n\u00e1msframvindu. M\u00e9r s\u00fdnist a\u00f0 \u00e9g hafi beint athygli minni meira a\u00f0 framhaldssk\u00f3lanum heldur en nokkru \u00f6\u00f0ru sk\u00f3lastigi, og um \u00fea\u00f0 hef \u00e9g b\u00e6\u00f0i skrifa\u00f0 talsvert og haldi\u00f0 erindi. Sj\u00e1 meira.<\/a><\/p>\nFramhaldssk\u00f3li - framvinda, brotthvarf<\/a><\/h1>\nSj\u00e1 l\u00fdsingu \u00e1 umfangsmiklu ranns\u00f3knarverkefni um skilvirkni \u00ed framhaldssk\u00f3la, sem \u00e9g vinn n\u00fa a\u00f0 \u00e1samt \u00f6\u00f0rum (8.7.2008). \u00a0Sj\u00e1 meira.
\nErlent samstarf: DropIn<\/a>
\nErlent samstarf: International Research Network on Youth Education and Training
\nErlent samstarf: Gems.
\nSj\u00e1 meira.<\/a><\/p>\nStarfsmenntun<\/a><\/h1>\nUmfj\u00f6llun um starfsmenntun var \u00fea\u00f0 sem koma m\u00e9r \u00e1 spori\u00f0 vi\u00f0 athugun \u00e1 \u00fer\u00f3un menntunar. Starfsmenntun \u00ed \u00f6llum s\u00ednum myndum er a\u00f0 m\u00f6rgu leyti \u00e1hugaver\u00f0asti en um lei\u00f0 leyndard\u00f3msfyllsti \u00fe\u00e1ttur sk\u00f3lakerfisins. Sj\u00e1 meira<\/a>.<\/p>\nVer\u00f0laun Starfsmenntar\u00e1\u00f0s 2001.<\/em> \u00c1 grundvelli ranns\u00f3kna minna og \u00fe\u00e1ttt\u00f6ku \u00ed umr\u00e6\u00f0u um starfsmenntun var m\u00e9r veitt vi\u00f0urkenning Starfsmenntar\u00e1\u00f0s \u00e1ri\u00f0 2001. M\u00e9r \u00fe\u00f3tti m\u00e9r mikill s\u00f3mi s\u00fdndur me\u00f0 \u00feeirri vi\u00f0urkenningu og er afar stoltur af henni. Sj\u00e1 n\u00e1nar.<\/a><\/p>\nFullor\u00f0insfr\u00e6\u00f0sla og endurmenntun<\/a><\/h1>\nSta\u00f0a fullor\u00f0insfr\u00e6\u00f0slu og \u00fer\u00f3un hennar, samanbur\u00f0ur vi\u00f0 \u00f6nnur l\u00f6nd og um afst\u00f6\u00f0u f\u00f3lks til fullor\u00f0insfr\u00e6\u00f0slu. Sj\u00e1 n\u00e1nar.<\/a><\/p>\nH\u00e1sk\u00f3lastigi\u00f0<\/a><\/h1>\nUndanfari\u00f0 hefur veri\u00f0 l\u00edfleg umr\u00e6\u00f0aum h\u00e1sk\u00f3lam\u00e1l, en h\u00fan hefur \u00fe\u00f3 a\u00f0 m\u00ednu mati ekki veri\u00f0 n\u00e6gilega opin. \u00cd henni hef \u00e9g sett fram b\u00e6\u00f0i munnlega (sj\u00e1 vi\u00f0tal) og skriflega sj\u00f3narmi\u00f0 m\u00edn og m\u00e1 sj\u00e1 \u00feau undir kaflanum um h\u00e1sk\u00f3lastigi\u00f0. (22.8.2009). Sj\u00e1 meira<\/a>.<\/span><\/p>\nUndanfarin \u00e1r hef \u00e9g einnig rita\u00f0 talsvert um \u00fer\u00f3un h\u00e1sk\u00f3la b\u00e6\u00f0i \u00fer\u00f3unina h\u00e9r \u00e1 landi, en einnig \u00ed n\u00e1grannal\u00f6ndum okkar. \u00c9g hef bent \u00e1 \u00e1kve\u00f0in einkenni \u00fer\u00f3unar h\u00e1sk\u00f3la, og haldi\u00f0 fram vissri nau\u00f0hyggju \u00ed \u00fev\u00ed sambandi sem m\u00f6rgum er mj\u00f6g \u00ed n\u00f6p vi\u00f0, af \u00fdmsum \u00e1st\u00e6\u00f0um. \u00cd b\u00f3k um efni\u00f0 hef \u00e9g lagt \u00e1herslu \u00e1 a\u00f0 h\u00e1sk\u00f3laf\u00f3lk taki sj\u00e1lft frumkv\u00e6\u00f0i \u00ed umr\u00e6\u00f0u um m\u00e1lefni h\u00e1sk\u00f3lanna. H\u00e9r a\u00f0 ne\u00f0an \u00ed kaflanum um h\u00e1sk\u00f3lastigi\u00f0 er \u00edtarlegri umfj\u00f6llun um \u00feau atri\u00f0i sem \u00e9g tel skipta m\u00e1li. Sj\u00e1 meira.<\/a><\/p>\n<\/div>\nSk\u00f3la\u00fer\u00f3un<\/h1>\n
14.07.2008<\/p>\n
Undanfarin \u00e1r hef \u00e9g leitast vi\u00f0 a\u00f0 sko\u00f0a menntakerfi\u00f0 \u00ed heild sinni og einbl\u00edna ekki um of \u00e1 einstaka \u00fe\u00e6tti \u00feess. \u00dea\u00f0 m\u00e1 segja a\u00f0 \u00e9g spyrji spurninganna: Hvernig \u00fer\u00f3ast sk\u00f3lakerfi og hvers vegna \u00fer\u00f3ast \u00feau eins og \u00feau \u00feannig? en or\u00f0a \u00fe\u00e6r me\u00f0 \u00fdmsum h\u00e6tti eftir vi\u00f0fangsefninu hverju sinni. \u00de\u00f3tt \u00e9g einbeiti m\u00e9r a\u00f0 framhaldssk\u00f3la og h\u00e1sk\u00f3lastiginu \u00fe\u00e1 hef \u00e9g einnig gefi\u00f0 \u00fat rit um leiksk\u00f3lastigi\u00f0. <\/u>Almenningsfr\u00e6\u00f0slu ritinu skrifa \u00e9g einnig um grunnsk\u00f3la<\/u> og a\u00f0 hluta til um framhaldssk\u00f3la<\/u>. N\u00fa vinn \u00e9g einnig a\u00f0 k\u00f6flum um s\u00f6gu h\u00e1sk\u00f3lastigs<\/u> og fullor\u00f0insfr\u00e6\u00f0slu<\/u> auk almenns yfirlits<\/u>um \u00e1takaefnin (1.11.2009). \u00cd s\u00e9rst\u00f6kum kafla h\u00e9r \u00e1 s\u00ed\u00f0unni rek \u00e9g skrif m\u00edn um \u00fer\u00f3un framhaldssk\u00f3la og um h\u00e1sk\u00f3la<\/a>. \u00cd b\u00f3kinni fr\u00e1 G\u00e6slu til sk\u00f3la<\/em>(Sj\u00e1 Leiksk\u00f3la) geri \u00e9g grein fyrir mikilv\u00e6gum einkennum sk\u00f3la\u00fer\u00f3unar: st\u00f6\u00f0ugleika<\/u>, samfellu<\/u>, reglufestu<\/u>, b\u00f3kn\u00e1mshneig\u00f0<\/u> og kerfisreki<\/u>. \u00deessi einkenni eiga vi\u00f0 um \u00f6ll sk\u00f3lastig, en \u00e9g s\u00fdni hvernig \u00feau koma fram \u00ed \u00fer\u00f3un leiksk\u00f3lans og \u00ed \u00fer\u00f3un menntunar leiksk\u00f3lakennara.<\/p>\nJ\u00f3n Torfi J\u00f3nasson (2006). Fr\u00e1 g\u00e6slu til sk\u00f3la. Um \u00fer\u00f3un leiksk\u00f3la \u00e1 \u00cdslandi<\/strong><\/span>.<\/em><\/strong> Reykjav\u00edk: Ranns\u00f3knarstofa um menntakerfi. F\u00e9lagsv\u00edsindastofnun H\u00e1sk\u00f3la \u00edslands.<\/p>\n\u00c9g geri grein fyrir st\u00f6\u00f0ugleika<\/u> (\u00fer\u00e1stefjum), sem v\u00edsar til \u00feess a\u00f0 veri\u00f0 s\u00e9 a\u00f0 gl\u00edma vi\u00f0 s\u00f6mu atri\u00f0in aftur og aftur, \u00ed grein \u00ed afm\u00e6lisriti Lofts Guttormssonar:<\/p>\n
J\u00f3n Torfi J\u00f3nasson. (2008). <\/span>L\u00e6rt af s\u00f6gunni?<\/a><\/strong><\/span> \u00cd \u00d3l\u00f6f Gar\u00f0arsd\u00f3ttir, Helgi Sk\u00fali Kjartansson, Gu\u00f0mundur H\u00e1lfdanarson, D\u00f3ra S. Bjarnason og J\u00f3n Torfi J\u00f3nasson (Ritstj.), Menntaspor : rit til hei\u00f0urs Lofti Guttormssyni sj\u00f6tugum 5. apr\u00edl 2008<\/strong><\/em> (bls. 79-95). Reykjav\u00edk: S\u00f6guf\u00e9lag, 2008.<\/span><\/p>\n\u00c9g r\u00e6\u00f0i \u00feetta v\u00ed\u00f0a annars sta\u00f0ar, sj\u00e1 t.d. um h\u00e1sk\u00f3la<\/u>:<\/p>\n
*<\/em>J\u00f3n Torfi J\u00f3nasson. (2006). Can credentialism help to predict the convergence of institutions and systems of higher education?<\/em> CHER 19th Annual Conference Systems Convergence and Institutional Diversity? Centre for Research on Higher Education and Work, University of Kassel, Germany. September 7th-9th 2006. Paper<\/a><\/strong><\/span><\/p>\n*J\u00f3n Torfi J\u00f3nasson. (2005). Allt \u00e1 eina b\u00f3kina l\u00e6rt? Um reglufestu og einsleitni \u00ed \u00fer\u00f3un h\u00e1sk\u00f3la.<\/a> Uppeldi og menntun, 14(1)<\/em>, bls. 133-140.<\/p>\n*J\u00f3n Torfi J\u00f3nasson. (2003). Does the state expand schooling? A a study based on five Nordic countries<\/a>.<\/a> Comparative Education Review, 47<\/em>(2), 160-183.<\/p>\nog \u00ed umr\u00e6\u00f0u um framhaldssk\u00f3la<\/u><\/p>\n
*J\u00f3n Torfi J\u00f3nasson. (1998c). The Foes of Icelandic Vocational Education at the Upper Secondary Level. \u00cd Arild Tjeldvoll (ritstj.), Education and the Scandinavian Welfare State in the Year 2000 <\/em>(bls. 267-304). New York: Garland Publishing. (Sj\u00e1 greinasafn).<\/p>\n\u00a0\u00cd grein fr\u00e1 2002 r\u00e6\u00f0i \u00e9g me\u00f0 tilv\u00edsun \u00ed d\u00e6mi hve miklu getur skipt hvernig sta\u00f0an er metin \u00feegar vi\u00f0br\u00f6g\u00f0 stj\u00f3rnvalda e\u00f0a annarra eru \u00e1kve\u00f0in. \u00deetta mat r\u00e6\u00f0ur au\u00f0vita\u00f0 miklu um \u00fea\u00f0 hva\u00f0 gert er.<\/p>\n
*J\u00f3n Torfi J\u00f3nasson. (2002). Policy and reality in educational development: an analysis based on examples from Iceland.<\/u> Journal of Education Policy<\/em>. 17, 6, 659-671.<\/p>\nEr h\u00e6gt a\u00f0 sp\u00e1 um framt\u00ed\u00f0ina? <\/strong>
\n\u00c1ri\u00f0 1990 gaf \u00e9g \u00fat sp\u00e1 um framt\u00ed\u00f0 \u00edslenska menntakerfisins og \u00fear er \u00edgrundu\u00f0 \u00e1lyktun um hver sennileg \u00fer\u00f3un yr\u00f0i. \u00cd flestum atri\u00f0um vir\u00f0ist s\u00fa sp\u00e1 hafa sta\u00f0ist b\u00fdsna vel.\u00a0A\u00f0 \u00fdmsu leyti var um frumranns\u00f3kn a\u00f0 r\u00e6\u00f0a og mikil vinna l\u00e1 \u00ed \u00f6flun gagna, samantekt \u00feeirra og \u00farvinnslu. \u00dear fjalla \u00e9g um \u00f6ll stig \u00edslenska menntakerfisins, geri grein fyrir \u00fer\u00f3un hvers og eins og r\u00f6ksty\u00f0 hvers konar breytingum s\u00e9 rauns\u00e6tt a\u00f0 b\u00faast vi\u00f0. \u00dea\u00f0 sem \u00e9g setti \u00fearna fram hefur haft t\u00f6luver\u00f0 \u00e1hrif \u00e1 faglega umr\u00e6\u00f0u um fj\u00f6lm\u00f6rg m\u00e1lefni, svo sem um einsetinn sk\u00f3la, framhaldssk\u00f3lastigi\u00f0, \u00fer\u00f3un h\u00e1sk\u00f3lastigsins, um endurmenntun og fullor\u00f0insfr\u00e6\u00f0slu.<\/p>\nJ\u00f3n Torfi J\u00f3nasson (1990). Menntun \u00e1 \u00cdslandi \u00ed 25 \u00e1r, 1985 - 2010.<\/em> Reykjav\u00edk: Framkv\u00e6mdanefnd um framt\u00ed\u00f0ark\u00f6nnun. [143 s\u00ed\u00f0ur.]<\/span><\/p>\nErindi um framt\u00ed\u00f0ina. Segja m\u00e1 a\u00f0 langflest erinda minna fjalli um framt\u00ed\u00f0ina, en \u00e9g tilgreini \u00feau undir \u00fev\u00ed vi\u00f0fangsefni sem \u00feau eiga einkum vi\u00f0 um, nefni \u00fe\u00f3 h\u00e9r:<\/p>\n
2004.15 De nordiske s\u00e6rtrekk i globalt perspektiv? Tanker om uddannelse, udvikling, globalisering og flekisbilitet. R\u00e1\u00f0stefnan GLOBALT UTDANNINGSMARKED \u2013 NORDISK UTFORDRING. Nordisk Ministerr\u00e5ds temakonferanse om fleksibel l\u00e6ring. Hotel Loftlei\u00f0ir, Reykjav\u00edk, \u00cdsland 23. \u2013 24. september 2004.<\/span><\/p>\n<\/a><\/p>\n<\/a>Hugmyndir og hugmyndasaga<\/h1>\n14.7.2008<\/p>\n
Gildi hugmynda- sk\u00f3las\u00f6gunnar <\/strong>
\nRitger\u00f0 um \u00feetta efni \u00ed afm\u00e6lisriti Lofts Guttormssonar er \u00ed \u00feremur hlutum. Fyrsti hlutinn fjallar um hugmyndina um kennslu me\u00f0 samtali, \u00fear sem kennari r\u00e6\u00f0ir vi\u00f0 nemanda til \u00feessa \u00f0 tryggja a\u00f0 hann \u00f6\u00f0list skilning \u00e1 vi\u00f0fangsefni s\u00ednu; annar hlutinn um breytingar \u00e1 sk\u00f3lastarfi almennt og hvernig \u00feeim farnast og \u00ed \u00feri\u00f0ja lagi rek \u00e9g breytingar \u00e1 umfangi sk\u00f3lastarfs og \u00fe\u00e1 reglufestu sem \u00fear r\u00edkir. Meginni\u00f0ursta\u00f0an er s\u00fa a\u00f0 sk\u00f3lasagan geti veri\u00f0 afskaplega gagnleg og margt megi af henni l\u00e6ra um \u00f6ll \u00feessi atri\u00f0i. Samt s\u00fdnist m\u00e9r a\u00f0 f\u00f3lk s\u00e9 alls ekki rei\u00f0ub\u00fai\u00f0 til \u00feess og gengur til verka \u00ed n\u00fdbreytnistarfi eins og \u00fea\u00f0 hafi ekki veri\u00f0 reynt fyrr. Umr\u00e6\u00f0an er ekkert s\u00e9rstaklega mi\u00f0u\u00f0 vi\u00f0 \u00fea\u00f0 sem hefur gerst h\u00e9r \u00e1 landi, en sennilega m\u00e1 heimf\u00e6ra e-\u00f0 af \u00fev\u00ed sem \u00e9g r\u00e6\u00f0i \u00e1 sk\u00f3lastarf h\u00e9r.<\/p>\nJ\u00f3n Torfi J\u00f3nasson. (2008). L\u00e6rt af s\u00f6gunni?<\/span> \u00cd \u00d3l\u00f6f Gar\u00f0arsd\u00f3ttir, Helgi Sk\u00fali Kjartansson, Gu\u00f0mundur H\u00e1lfdanarson, D\u00f3ra S. Bjarnason og J\u00f3n Torfi J\u00f3nasson (Ritstj.), <\/span>Menntaspor : rit til hei\u00f0urs Lofti Guttormssyni sj\u00f6tugum 5. apr\u00edl 2008<\/em><\/span> (bls. 79-95). Reykjav\u00edk: S\u00f6guf\u00e9lag, 2008.<\/span><\/p>\nNokkur erindi um efni\u00f0, en segja m\u00e1 um fj\u00f6lm\u00f6rg \u00f6nnur erindi a\u00f0 \u00e9g reyni almennt a\u00f0 setja hlutina \u00ed lj\u00f3sgeisla s\u00f6gunnar eftir \u00fev\u00ed sem m\u00e9r er unnt:<\/p>\n
2005.14\u00a0Hv\u00edt\u00e1rbakkask\u00f3linn og l\u00fd\u00f0h\u00e1sk\u00f3lahreyfingin. Erindi flutt \u00e1 100 \u00e1ra afm\u00e6li Hv\u00edt\u00e1rbakkask\u00f3la \u00e1 vegum Snorrastofu \u00ed Reykholti 22. okt\u00f3ber 2005.
\n2003.9 Hvers vegna er erfitt a\u00f0 l\u00e6ra af sk\u00f3las\u00f6gunni? Erindi flutt \u00e1 r\u00e1\u00f0stefnu FUM (f\u00e9lags um menntaranns\u00f3knir) \u00ed KH\u00cd Reykjav\u00edk, 22. n\u00f3vember 2003
\n2001.8 Geta sk\u00f3lar l\u00e6rt af sk\u00f3las\u00f6gunni? Erindi flutt \u00e1 m\u00e1l\u00feingi Ranns\u00f3knarstofnunar KH\u00cd, 19. september 2001.
\n2000.1 Framt\u00ed\u00f0 h\u00e1sk\u00f3la \u00e1 \u00cdslandi \u00ed lj\u00f3si s\u00f6gunnar.<\/a> Erindi flutt \u00e1 m\u00e1l\u00feingi menntam\u00e1lar\u00e1\u00f0uneytisins um h\u00e1sk\u00f3lastigi\u00f0 \u00ed Reykjav\u00edk, 19. febr\u00faar 2000.
\n1998.9 Getum vi\u00f0 l\u00e6rt af s\u00f6gunni? Erindi flutt \u00e1 fundi sk\u00f3lastj\u00f3ra \u00ed Reykjav\u00edk \u00e1 vegum Fr\u00e6\u00f0sluskrifstofu Reykjav\u00edkur, 11. desember 1998.
\n1998.2 \u201eN\u00fa hefur t\u00edminn svo a\u00f0 segja \u00e1 svipstundu umsteypt n\u00e1lega \u00f6llu.\u201c Erindi \u00ed S\u00f6guveislu \u00ed Kennarah\u00e1sk\u00f3la \u00cdslands til hei\u00f0urs Lofti Guttormssyni pr\u00f3fessor sextugum. 3. apr\u00edl 1998.
\n1997.4 Uppruni n\u00fat\u00edma menntakerfis \u00e1 \u00cdslandi. Erindi flutt \u00e1 \u00cdslenska s\u00f6gu\u00feinginu, \u00ed Reykjav\u00edk 30. ma\u00ed 1997.
\n1995.1 Hugmyndir [Bj\u00f6rns Halld\u00f3rssonar] um uppeldi og menntun. M\u00e1l\u00feing um s\u00e9ra Bj\u00f6rn Halld\u00f3rsson \u00ed Sau\u00f0lauksdal, 29. apr\u00edl 1995.<\/p>\n <\/p>\n
Um s\u00edmenntun.<\/strong> \u00cd ritinu G\u00e1tt \u00e1rsriti Fr\u00e6\u00f0slumi\u00f0st\u00f6\u00f0var atvinnul\u00edfsins fj\u00f6llum vi\u00f0 Andrea Ger\u00f0ur a\u00f0eins um hugmyndir tengdar fullor\u00f0insfr\u00e6\u00f0slu, m.a. um e\u00f0li s\u00edmenntunar og r\u00f6k fyrir henni.<\/p>\nJ\u00f3n Torfi J\u00f3nasson og Andrea Ger\u00f0ur Dofrad\u00f3ttir (2007). Er s\u00edmenntunar\u00fej\u00f3\u00f0f\u00e9lag \u00e1 \u00cdslandi?<\/a>\u00a0G\u00e1tt, 4<\/em>, bls. 17-22.<\/p>\nSk\u00f3lap\u00f3lit\u00edk.<\/strong> \u00de\u00f3tt flest af \u00fev\u00ed sem \u00e9g hef skrifa\u00f0 tengist tilteknu sk\u00f3lastigi \u00fe\u00e1 n\u00e6r margt til fleiri en eins sk\u00f3lastigs. \u00cd grein fr\u00e1 2002 r\u00e6\u00f0i \u00e9g me\u00f0 tilv\u00edsun \u00ed d\u00e6mi hve miklu getur skipt hvernig sta\u00f0an er metin \u00feegar vi\u00f0br\u00f6g\u00f0 stj\u00f3rnvalda e\u00f0a annarra eru \u00e1kve\u00f0in. Mat stj\u00f3rnvalda og annarra \u00e1 st\u00f6\u00f0u m\u00e1la r\u00e6\u00f0ur au\u00f0vita\u00f0 miklu um \u00fea\u00f0 hva\u00f0 gert er.<\/p>\nJ\u00f3n Torfi J\u00f3nasson. (2002b). Policy and reality in educational development: an analysis based on examples from Iceland<\/strong>. Journal of Education Policy. 17<\/em>(6), 659-671.<\/span><\/p>\nL\u00fd\u00f0h\u00e1sk\u00f3lahugmyndin. <\/strong>\u00cd kafla um l\u00fd\u00f0h\u00e1sk\u00f3la \u00e1 \u00cdslandi reyni \u00e9g einnig a\u00f0 varpa lj\u00f3si \u00e1 \u00fea\u00f0 hvernig hugmyndin um l\u00fd\u00f0h\u00e1sk\u00f3la tekur land h\u00e9r og n\u00e6r talsver\u00f0ri f\u00f3tfestu, sennilega mun meiri og v\u00ed\u00f0ar en almennt hefur veri\u00f0 tali\u00f0.<\/p>\nJ\u00f3n Torfi J\u00f3nasson. (1999d). <\/span>L\u00fd\u00f0h\u00e1sk\u00f3lar \u00e1 \u00cdslandi \u00ed byrjun 20. aldar.<\/span> \u00cd Hrafnhildur Ragnarsd\u00f3ttir, Krist\u00edn Indri\u00f0ad\u00f3ttir og \u00d3lafur Propp\u00e9 (ritstj.),<\/span>Steinar \u00ed v\u00f6r\u00f0u, til hei\u00f0urs \u00deur\u00ed\u00f0i J. Kristj\u00e1nsd\u00f3ttur sj\u00f6tugri <\/span>(bls. 107-129). Reykjav\u00edk: Ranns\u00f3knarstofnun Kennarah\u00e1sk\u00f3la \u00cdslands.\u00a0<\/span><\/p>\n\u00dej\u00f3\u00f0s\u00f6gur um sk\u00f3lam\u00e1l.<\/strong> \u00cd eftirfarandi grein reyni \u00e9g a\u00f0 s\u00fdna fram \u00e1 a\u00f0 fj\u00f6lmargar vi\u00f0teknar hugmyndir um \u00fer\u00f3un sk\u00f3lastarfs standist ekki n\u00e1nari sko\u00f0un. \u00dearna r\u00e6\u00f0i \u00e9g sex sl\u00edkar hugmyndir og dreg \u00fe\u00e6r allar \u00ed efa.<\/p>\nJ\u00f3n Torfi J\u00f3nasson. (1997b). \u00dej\u00f3\u00f0s\u00f6gur \u00far sk\u00f3lakerfinu.<\/strong> \u00cdslensk f\u00e9lagsrit, 7.-8.<\/em>, 41-69.<\/span><\/p>\n<\/a><\/p>\n<\/a>Fjarkennsla, t\u00f6lvunotkun \u00ed sk\u00f3lastarfi og t\u00f6lvuvit (gervigreind)<\/h1>\n14.7.2008<\/p>\n
\u00c9g geri grein fyrir efninu \u00ed \u00feessum flokkum: mat \u00e1 t\u00f6luvnotkun \u00ed sk\u00f3lastarfi, fjarkennsla, t\u00f6lvur \u00ed sk\u00f3lastarfi+Logo, almennt um t\u00f6lvur \u00ed sk\u00f3lastarfi og s\u00ed\u00f0ast hugmyndir um t\u00f6lvuvit. Fyrst r\u00e6\u00f0i \u00e9g svonefnt ValNet verkefni sem \u00e9g vann me\u00f0 Andreu Ger\u00f0i og mat \u00e1 \u00fer\u00f3unarsk\u00f3lum \u00ed t\u00f6lvu- og uppl\u00fdsingat\u00e6kni.<\/p>\n
Valnet verkefni\u00f0<\/strong>. \u00deetta er eitt \u00e1hugaver\u00f0asta matsverkefni sem \u00e9g hef unni\u00f0. \u00dea\u00f0 var annars vegar a\u00f0 \u00feakka \u00e1hugver\u00f0ri hugmynd, en einnig s\u00e9rlega g\u00f3\u00f0u samstarfi vi\u00f0 \u00fe\u00e6r Andreu Ger\u00f0i samstarfskonu m\u00edna \u00e1 F\u00e9lagsv\u00edsindastofnun og vi\u00f0 H\u00f6rpu Hreinsd\u00f3ttur sem st\u00fdr\u00f0i \u00fer\u00f3unarfasanum sem var til mats, af s\u00e9rstakri fagmennsku. Vi\u00f0 l\u00f6g\u00f0um til grundvallar \u00ed matinu svonefndan POETiC ramma sem reyndist afar gagnlegur vi\u00f0 mat \u00e1 \u00fer\u00f3unarstarfi. (Sj\u00e1 n\u00fa SIPTEC rammann, sem kemur eiginlega \u00ed sta\u00f0inn).<\/p>\nCathy Lewin, Fernand Mesdom, J\u00f3n Torfi J\u00f3nasson, Andrea Ger\u0111ur Dofrad\u00f3ttir, Candido de Freitas, Donatella Nucci, Andrew Moore, Peter Scrimshaw, David Wood, Harpa Hreinsd\u00f3ttir, Roger Blamire, Anne Gilleran (2004). ValNet Consolidated Report.<\/em> <\/span>Brusseles: EUN.
\nJ\u00f3n Torfi J\u00f3nasson and Andrea Ger\u00f0ur Dofrad\u00f3ttir. (May 2004). A European Schoolnet project. ValNet. Validation of the ITALES project.<\/a> May 2004. Centre for the Development of Education. Social Science Research Institute. University of Iceland.<\/span><\/p>\n\u00der\u00f3unarsk\u00f3laverkefni.<\/strong> Mat \u00e1 notkun t\u00f6lvu- og uppl\u00fdsingat\u00e6kni \u00ed sex sk\u00f3lum. Mj\u00f6g margt \u00e1hugavert var unni\u00f0 \u00ed \u00feessum sk\u00f3lum, en \u00e1 hinn b\u00f3ginn kom \u00ed lj\u00f3s a\u00f0 \u00fdmsir h\u00f6f\u00f0u gert s\u00e9r heldur h\u00e1ar vonir um m\u00e1tt t\u00f6lvut\u00e6kninnar, sem minnti mig \u00e1 m\u00ednar eigin hugmyndir tuttugu \u00e1rum fyrr.<\/p>\nJ\u00f3n Torfi J\u00f3nasson, Andrea G. Dofrad\u00f3ttir og Kristjana Stella Bl\u00f6ndal. (J\u00fan\u00ed 2002). Hva\u00f0a l\u00e6rd\u00f3m m\u00e1 draga af \u00fer\u00f3unarsk\u00f3laverkefninu \u00ed uppl\u00fdsingat\u00e6kni. Mat \u00e1 framkv\u00e6md og \u00e1vinningi verkefnisins. <\/a>(Unni\u00f0 fyrir menntam\u00e1lar\u00e1\u00f0uneyti\u00f0). Reykjav\u00edk: F\u00e9lagsv\u00edsindastofnun. [59 bls.]<\/span><\/p>\nFjarkennsla.<\/span> Hva\u00f0 fjarkennsluna var\u00f0ar \u00fe\u00e1 taldi \u00e9g (og tel enn) a\u00f0 h\u00fan v\u00e6ri mikilv\u00e6g vi\u00f0b\u00f3t vi\u00f0 hef\u00f0bundi\u00f0 sk\u00f3lastarf og g\u00e6ti raunar or\u00f0i\u00f0 til \u00feess a\u00f0 breyta \u00fev\u00ed. Fyrir m\u00e9r var uppbygging fjarkennslu me\u00f0 hj\u00e1lp t\u00f6lvu m\u00e9r n\u00e6stum hugsj\u00f3n og taldi \u00fear liggja feikilega vann\u00fdtta m\u00f6guleika. \u00c1rin 1986-1987 var \u00e9g ritari Fjarkennslunefndar menntam\u00e1lar\u00e1\u00f0uneytisins og 1987-1989 forma\u00f0ur Framkv\u00e6mdanefndar menntam\u00e1lar\u00e1\u00f0uneytisins um fjarkennslu, sem m.a. st\u00f3\u00f0 fyrir Fr\u00e6\u00f0sluvarpi, sem s\u00e1 um kennslu \u00ed sj\u00f3nvarpi.<\/p>\n\u00deur\u00ed\u00f0ur J\u00f3hanssd\u00f3ttir skrifar n\u00fa doktorsritger\u00f0 um notkun fjarkennslu \u00ed kennaran\u00e1mi undir minni leis\u00f0\u00f6gn.<\/p>\n
Fyrir utan sk\u00fdrslur um efni\u00f0, \u00fe\u00e1 nefni \u00e9g h\u00e9r:<\/p>\n
Greinar:
\nJ\u00f3n Torfi J\u00f3nasson. (1990a). Fjarkennsla. \u00cd Uppl\u00fdsingar eru au\u00f0lind: greinar um uppl\u00fdsingastarfsemi \u00ed \u00fe\u00e1gu v\u00edsinda og mennta (bls. 281-289). Reykjav\u00edk: Samstarfsnefnd um uppl\u00fdsingam\u00e1l.\u00a0 (Sj\u00e1 yfirlit yfir greinasafn.<\/a>)
\nJ\u00f3n Torfi J\u00f3nasson. (1990c). N\u00e1m og aldur. \u00cd Fjarkennsla og fjarkennslua\u00f0fer\u00f0ir (bls. 29-37). Reykjav\u00edk: Framkv\u00e6mdanefnd um fjarkennslu. Menntam\u00e1lar\u00e1\u00f0uneyti\u00f0.
\nJ\u00f3n Torfi J\u00f3nasson. (1990d). Nokkrir punktar um Open University \u00ed Bretlandi og Open Universit\u00e4t \u00ed Hollandi. \u00cd Fjarkennsla og fjarkennslua\u00f0fer\u00f0ir (bls. 22-27). Reykjav\u00edk: Framkv\u00e6mdanefnd um fjarkennslu. Menntam\u00e1lar\u00e1\u00f0uneyti\u00f0.<\/span><\/p>\nErindi:
\n1986.1. Fjarkennsla. Erindi flutt \u00e1 fundi BHM um fjarkennslu. Febr\u00faar 1986.<\/span><\/p>\nT\u00f6lvur \u00ed sk\u00f3lastarfi. Logo.<\/strong> \u00cd doktorsn\u00e1mi m\u00ednu \u00e1 \u00e1ttunda \u00e1ratug s\u00ed\u00f0ustu aldar nota\u00f0i \u00e9g t\u00f6lvur miki\u00f0, l\u00e6r\u00f0i \u00fdmis forritunarm\u00e1l og s\u00e1 hve margt v\u00e6ri h\u00e6gt a\u00f0 l\u00e1ta \u00fe\u00e6r gera margt hef\u00f0i ma\u00f0ur til \u00feess \u00feekkingu. \u00c1 \u00feeim t\u00edma voru upp margv\u00edslegar bjarts\u00fdnishugmyndir um n\u00fdtingu t\u00f6lva \u00ed \u00fe\u00e1gu menntunar. \u00c9g skrifa\u00f0i um \u00feetta almennt, kenndi um \u00feetta efni, en var\u00f0 s\u00e9rstaklega hugfanginn af forritunarm\u00e1linu Logo. \u00dea\u00f0 var hugsa\u00f0 fyrir b\u00f6rn og unglinga, en var \u00ed raun afar \u00fer\u00f3a\u00f0 og \u00f6flugt forritunarm\u00e1l (sj\u00e1 t.d. NetLogo<\/a> sem n\u00fa er \u00ed \u00fer\u00f3un). Fj\u00f6lmargir \u00edslenskir kennarar s\u00fdndu \u00feessu \u00e1huga, en \u00e9g vann mest me\u00f0 Ragnhei\u00f0i Benediktsson, sem lengi kenndi \u00ed Melask\u00f3la. \u00c9g skrifa\u00f0i tv\u00e6r \u00fatg\u00e1fur b\u00f3kar um Logo, en umbreytingin var svo miki\u00f0 a\u00f0 \u00e9g \u00e1kva\u00f0 a\u00f0 \u00ed raun v\u00e6ri um n\u00fdja b\u00f3k a\u00f0 r\u00e6\u00f0a \u00feegar \u00e9g skrifa\u00f0i seinni \u00fatg\u00e1funa.<\/p>\nJ\u00f3n Torfi J\u00f3nasson. (1987a). Forritun me\u00f0 LOGO. Reykjav\u00edk: Svart \u00e1 hv\u00edtu. [176 s\u00ed\u00f0ur]
\nJ\u00f3n Torfi J\u00f3nasson. (1983). LOGO: kennslub\u00f3k \u00ed forritun handa kennurum og framhaldssk\u00f3lanemum. Reykjav\u00edk: Svart \u00e1 hv\u00edtu. [130 s\u00ed\u00f0ur.]<\/span><\/p>\nAlmennt um t\u00f6lvunotkun \u00ed sk\u00f3lastarfi.<\/strong> H\u00e9r er um a\u00f0 r\u00e6\u00f0a almenna umr\u00e6\u00f0u um hugmyndir.
\nH\u00f6r\u00f0ur L\u00e1russon, J\u00f3n Torfi J\u00f3nasson, Ragnhei\u00f0ur Benediktsson og Yngvi P\u00e9tursson. (1986). Fr\u00e1s\u00f6gn fr\u00e1 f\u00f6r til Bandar\u00edkjanna \u00ed n\u00f3vember 1986. [30 s\u00ed\u00f0ur.]<\/span><\/p>\nJ\u00f3n Torfi J\u00f3nasson. (1986, 10. og 11. j\u00fal\u00ed). T\u00f6lvur \u00ed sk\u00f3lastarfi. Morgunbla\u00f0i\u00f0.
\nJ\u00f3n Torfi J\u00f3nasson. (1984). T\u00f6lvur \u00ed sk\u00f3lastarfi. Uppeldi [Bla\u00f0 uppeldisfr\u00e6\u00f0inema vi\u00f0 H\u00e1sk\u00f3la \u00cdslands], bls. 8-13.<\/span><\/p>\nSj\u00e1 einnig kafla um \u00feetta efni \u00ed J\u00f3n Torfi J\u00f3nasson. (1990). Menntun \u00e1 \u00cdslandi \u00ed 25 \u00e1r, 1985 - 2010. Reykjav\u00edk: Framkv\u00e6mdanefnd um framt\u00ed\u00f0ark\u00f6nnun. [143 s\u00ed\u00f0ur].<\/p>\n
Erindi
\n2004.3 Einstaklingsmi\u00f0u\u00f0 kennsla \u00ed fj\u00f6lmennum n\u00e1mskei\u00f0um. Erindi flutt \u00e1 UT-r\u00e1\u00f0stefnu menntam\u00e1lar\u00e1\u00f0uneytisins, 6. mars 2004 \u00ed Fj\u00f6lbrautask\u00f3lanum \u00ed Gar\u00f0ab\u00e6. Me\u00f0h\u00f6fundar Andrea Ger\u00f0ur Dofrad\u00f3ttir og Stein\u00fe\u00f3r \u00de\u00f3r\u00f0arson.
\n1993.7. Menntun og mi\u00f0lar. Erindi flutt \u00e1 r\u00e1\u00f0stefnu um t\u00e6kni \u00ed n\u00fat\u00edma \u00fej\u00f3\u00f0f\u00e9lagi, 16. okt\u00f3ber 1993.<\/span><\/p>\nUm \u00feetta efni h\u00e9lt \u00e9g \u00e1\u00f0ur fyrr \u00f3grynni erinda, en h\u00e9lt yfirliti yfir \u00feau ekki saman.<\/p>\n
Hugmyndin um t\u00f6lvuvit<\/strong>, e\u00f0a gervigreind heilla\u00f0i mig lengi og fjalla\u00f0i \u00e9g alltaf e-\u00f0 um \u00fea\u00f0 efni \u00ed n\u00e1mskei\u00f0i sem \u00e9g kenndi \u00ed hugfr\u00e6\u00f0i fyrir s\u00e1lfr\u00e6\u00f0inema. \u00dear fjalla\u00f0i \u00e9g fyrst um \u00fdmis reglukerfi, en s\u00ed\u00f0ar meira um\u00a0netkerfi (neural nets), netn\u00e1m og t\u00f6lvuvit sem \u00e9g skrifa\u00f0i um \u00ed tengslum vi\u00f0 umfj\u00f6llum um gervigreind. \u00deetta tengist me\u00f0 \u00f3beinum h\u00e6tti hugmyndum um \"brain-based\" learning, sem voru mj\u00f6g \u00ed t\u00edsku \u00e1 \u00e1ttunda \u00e1ratug 20. aldar og hafa s\u00ed\u00f0an veri\u00f0 a\u00f0 komast aftur \u00ed t\u00edsku n\u00fa \u00ed byrjun 21. aldar.
\nJ\u00f3n Torfi J\u00f3nasson. (1992c). Hugur og heili. \u00cd Einar Logi Vignisson og \u00d3lafur P\u00e1ll J\u00f3nsson (ritstj.), Af l\u00edkama og s\u00e1l. Sex erindi um manninn og mannshugann (bls. 28-55). Reykjav\u00edk.
\nJ\u00f3n Torfi J\u00f3nasson. (1985). Er vit \u00ed t\u00f6lvuviti? St\u00fadentabla\u00f0i\u00f0, 61(4), 13-16.<\/span><\/p>\n<\/a><\/p>\n<\/a>Leiksk\u00f3li\u00a0\u2013 fr\u00edstundaheimili<\/h1>\n10.7.2008<\/p>\n
Kolbr\u00fan \u00deorbj\u00f6rg P\u00e1lsd\u00f3ttir vinnur a\u00f0 doktorsritger\u00f0 um \u00fer\u00f3un fr\u00edstundaheimila \u00e1 \u00cdslandi me\u00f0 minni lei\u00f0s\u00f6gn.<\/p>\n
\u00cd ritinu Fr\u00e1 g\u00e6slu til sk\u00f3la<\/em> geri \u00e9g grein fyrir \u00fer\u00f3un leiksk\u00f3la \u00e1 \u00cdslandi, m.a. me\u00f0 tilv\u00edsun \u00ed hugt\u00f6kin samfella, st\u00f6\u00f0ugleiki, reglu-festa, b\u00f3kn\u00e1msrek og kerfisrek. \u00der\u00f3un leiksk\u00f3lans sj\u00e1lfs og s\u00ed\u00f0an einnig menntunar leiksk\u00f3lakennara eru r\u00e6dd \u00ed lj\u00f3si \u00feessara hugtaka.
\nJ\u00f3n Torfi J\u00f3nasson. (2006). Fr\u00e1 g\u00e6slu til sk\u00f3la. Um \u00fer\u00f3un leiksk\u00f3la \u00e1 \u00cdslandi.<\/em> Reykjav\u00edk: Ranns\u00f3knarstofa um menntakerfi. F\u00e9lagsv\u00edsindastofnun H\u00e1sk\u00f3la \u00cdslands.<\/span><\/p>\n<\/span><\/p>\nErindi:
\n2008.2\u00a0Hvert er hlutverk leiksk\u00f3lans? Um formlegt, faglegt og raunverulegt hlutverk leiksk\u00f3la. Umr\u00e6\u00f0ufundur stj\u00f3rnenda leiksk\u00f3la, Hamraborg, K\u00f3pavogi, 27. mars 2008.
\n<\/span>2007.2\u00a0Hvernig \u00fer\u00f3ast leiksk\u00f3linn? Gengi\u00f0 inn \u00ed 21. \u00f6ldina. M\u00e1l\u00feing leiksk\u00f3lastj\u00f3ra \u00ed Reykjav\u00edk, 13. mars 2007
\n<\/span>2006.11\u00a0Eitt sk\u00f3lastig e\u00f0a fimm? \u00c1 hva\u00f0a siglingu er sk\u00f3lakerfi\u00f0 og hva\u00f0 r\u00e6\u00f0ur f\u00f6r?\u00a0Erindi flutt \u00e1 r\u00e1\u00f0stefnunni: \u00dea\u00f0 er leikur a\u00f0 l\u00e6ra. Samr\u00e6\u00f0a allra sk\u00f3lastiga, \u00e1 Akureyri, 29.\u201330. september 2006.
\n<\/span>2006.4\u00a0B\u00f6rn og leiksk\u00f3lar \u00ed \u00fdmsum l\u00f6ndum. Erindi flutt \u00e1 r\u00e1\u00f0stefnu um st\u00f6\u00f0u barna \u00ed \u00edslensku \u00fej\u00f3\u00f0f\u00e9lagi 3. mars 2006. Hve gl\u00f6\u00f0 er vor \u00e6ska?
\n<\/span>2006.3\u00a0Um fj\u00f6lbreytni \u00ed sk\u00f3lastarfi. Erindi flutt \u00e1 m\u00e1l\u00feingi sj\u00e1lfst\u00e6\u00f0ra sk\u00f3la 28. jan\u00faar 2006. Fj\u00f6lbreyttir sk\u00f3lar \u2013 fleiri m\u00f6guleikar.
\n<\/span>2004.18 Breytt vi\u00f0horf og breyttir t\u00edmar: \u00c1hrif \u00e1 umgj\u00f6r\u00f0, vi\u00f0gangsefni, st\u00f6\u00f0u og \u00edmynd leiksk\u00f3lans og leiksk\u00f3lakennara. \u00c1rsfundur F\u00e9lags leiksk\u00f3lakennara Grand Hotel, 5. n\u00f3vember 2004.
\n<\/span>1994.3. Ranns\u00f3knir sem grundv\u00f6llur a\u00f0 v\u00f6ndu\u00f0um vinnubr\u00f6g\u00f0um \u00ed leiksk\u00f3lum. Erindi flutt \u00e1 r\u00e1\u00f0stefnu F\u00f3struf\u00e9lags \u00cdslands, \u201eG\u00e6\u00f0i - nema hva\u00f0\u201c sem haldin var \u00ed mars 1994.<\/span><\/p>\n <\/p>\n
<\/a>Grunnsk\u00f3li<\/h1>\n10.7.2008<\/p>\n
Saga al\u00fe\u00fd\u00f0ufr\u00e6\u00f0slu \u00e1 \u00cdslandi, kemur \u00fat s\u00ed\u00f0la \u00e1rs 2008, ritstj\u00f3ri Loftur Guttormsson. \u00dea\u00f0 reyndist m\u00e9r \u00ed senn \u00e1hugavert og erfitt a\u00f0 skrifa um \u00edslenska s\u00f6gu grunnsk\u00f3lans (og a\u00f0 hluta til framhaldssk\u00f3la) seinni hluta 20. aldarinnar. \u00c1hugavert vegna \u00feess a\u00f0 h\u00fan var fj\u00f6l\u00fe\u00e6tt og gr\u00f3skumikil en afskaplega erfitt vegna \u00feess a\u00f0 yfirlit vanta\u00f0i yfir flesta \u00fe\u00e6tti hennar. En \u00e9g f\u00e9kk g\u00f3\u00f0an stu\u00f0ning samverkaf\u00f3lksins, \u00fe\u00f3 s\u00e9rstaklega \u00feeirra Helga Sk\u00fala og Lofts; Loftur reyndist m\u00e9r einstaklega lipur og hvetjandi ritstj\u00f3ri. \u00cd riti\u00f0 um al\u00fe\u00fd\u00f0ufr\u00e6\u00f0slu skrifa \u00e9g nokkra kafla, \u00feeir eru:<\/p>\n
Kafli 6.\u00a0Grunnsk\u00f3li ver\u00f0ur til
\nKafli 9.\u00a0Samr\u00e6mdur framhaldssk\u00f3li ver\u00f0ur til
\nKafli 10. Fj\u00f6ldi nemenda og fj\u00e1rmagn
\nKafli 12. \u00dej\u00f3nustustofnanir sk\u00f3lanna
\nKafli 14. Innlend stefnumi\u00f0 og al\u00fej\u00f3\u00f0leg vi\u00f0mi\u00f0
\nKafli 15. Sk\u00f3li fyrir alla<\/p>\n
<\/a><\/p>\n<\/a>Framhaldssk\u00f3li - almennt<\/h1>\nUmfj\u00f6llun minni um framhaldssk\u00f3lann hef \u00e9g vilja\u00f0 skipta \u00ed nokkra undirflokka. \u00cd fyrsta lagi hef \u00e9g rannsaka\u00f0 almenna \u00fer\u00f3un framhaldssk\u00f3lans \u00e1 20. \u00f6ldinni og velt fyrir m\u00e9r sennilegri \u00fer\u00f3un hans fram eftir 21. \u00f6ldinni, b\u00e6\u00f0i h\u00e9r \u00e1 landi en einnig \u00e1 hinum Nor\u00f0url\u00f6ndunum. \u00cd \u00f6\u00f0ru lagi hef \u00e9g gefi\u00f0 gaum a\u00f0 hugmyndum um breytingar \u00e1 framhaldssk\u00f3lanum og sko\u00f0a\u00f0 l\u00edklegar breytingar \u00e1 nemendafj\u00f6lda og innvi\u00f0um kerfisins, me\u00f0al annars \u00ed lj\u00f3si \u00feess sem gert er \u00e1 \u00f6\u00f0rum Nor\u00f0url\u00f6ndum. \u00cd \u00feri\u00f0ja lagi hef \u00e9g \u00e1samt Kristj\u00f6nu Stellu Bl\u00f6ndal rannsaka\u00f0 n\u00e1msferil nemenda \u00ed framhaldssk\u00f3la, me\u00f0al annars vi\u00f0horf nemenda til sk\u00f3lans og s\u00e9rstaklega sko\u00f0a\u00f0 brottfall \u00far fram-haldssk\u00f3la. \u00cd fj\u00f3r\u00f0a lagi hef \u00e9g sko\u00f0a\u00f0 st\u00f6\u00f0u starfsmenntunar \u00e1 framhaldssk\u00f3lastigi. \u00cd s\u00ed\u00f0asta lagi hef \u00e9g sko\u00f0a\u00f0 st\u00f6\u00f0u l\u00fd\u00f0h\u00e1sk\u00f3lanna \u00ed \u00edslenska framhaldssk\u00f3lakerfinu. Veigamesta verkefni\u00f0 sem \u00e9g vinn n\u00fa a\u00f0 erSkilvirkni framhaldssk\u00f3la<\/em> og l\u00fdkur gagnas\u00f6fnun n\u00fa \u00ed haust (2008), en raunar ver\u00f0ur g\u00f6ngum safna\u00f0 \u00e1fram \u00fev\u00ed a\u00f0 um er a\u00f0 r\u00e6\u00f0a langt\u00edmaranns\u00f3kn.<\/p>\nAlmenn \u00fer\u00f3un framhaldssk\u00f3lans <\/strong>
\nErindi:
\n2003.1 Hva\u00f0 segir n\u00e1msframvinda pilta og st\u00falkna \u00ed norr\u00e6num framhaldssk\u00f3lum okkur um sk\u00f3lana og sk\u00f3lakerfin? Erindi flutt \u00e1 r\u00e1\u00f0stefnu IV um ranns\u00f3knir \u00ed f\u00e9lagsv\u00edsindum. R\u00e1\u00f0stefna F\u00e9lagsv\u00edsindadeildar, Lagadeildar og Vi\u00f0skipta- og hagfr\u00e6\u00f0ideildar, 22. febr\u00faar 2003.
\n2003.2 [Me\u00f0 Steini J\u00f3hannssyni] Um \u00fer\u00f3un sk\u00f3lam\u00e1la \u00e1 \u00cdslandi \u00ed lj\u00f3si ytri a\u00f0st\u00e6\u00f0na \u00e1 \u00e1runum 1945-2000. Erindi flutt \u00e1 r\u00e1\u00f0stefnu IV um ranns\u00f3knir \u00ed f\u00e9lagsv\u00edsindum. R\u00e1\u00f0stefna F\u00e9lagsv\u00edsindadeildar, Lagadeildar og Vi\u00f0skipta- og hagfr\u00e6\u00f0ideildar, 22. febr\u00faar 2003.
\n<\/span>
\nSk\u00f3lasaga framhaldssk\u00f3la <\/strong><\/p>\nSamanbur\u00f0ur vi\u00f0 \u00f6nnur l\u00f6nd
\n<\/strong>H\u00e9r t\u00f3k \u00e9eg saman efni sem \u00e9g haf\u00f0i unni\u00f0 a\u00f0 lengi. \u00dear kemur sk\u00fdrt fram hve \u00fer\u00f3unin er reglubundin og svipu\u00f0 \u00e1 \u00f6llum Nor\u00f0url\u00f6ndunum, m.a. nota \u00e9g \u00feann kynjamun sem \u00fear kemur fram til \u00feess a\u00f0 draga mikilv\u00e6gar \u00e1lyktanir um \u00fer\u00f3un sk\u00f3lakerfa. \u00c9g lag\u00f0i mj\u00f6g mikla vinnu \u00ed \u00feess grein.
\nJ\u00f3n Torfi J\u00f3nasson. (2003). Does the state expand schooling? A a study based on five Nordic countries.<\/a> Comparative Education Review, 47<\/em>(2), 160-183.<\/p>\nSamanbur\u00f0ur \u00e1 sk\u00f3lakerfum Danmerkur, \u00cdslands og Sv\u00ed\u00fej\u00f3\u00f0ar \u00ed samstarfi vi\u00f0 Ranns\u00f3knarstofnun KH\u00cd vegna athugunar menntam\u00e1lar\u00e1\u00f0uneytisins \u00e1 m\u00f6gulegri styttingu grunn- og framhaldssk\u00f3lan\u00e1ms.
\nAllyson Macdonald, Andrea G. Dofrad\u00f3ttir, J\u00f3n Torfi J\u00f3nasson, Michael Dal, Ragna B. Gar\u00f0arsd\u00f3ttir og \u00deur\u00ed\u00f0ur J\u00f3hannsd\u00f3ttir (september 2002).Samanbur\u00f0ark\u00f6nnun \u00e1 sk\u00f3lakerfum \u00e1 \u00cdslandi, \u00ed Danm\u00f6rku og \u00ed Sv\u00ed\u00fej\u00f3\u00f0.<\/em> Unni\u00f0 fyrir Menntam\u00e1lar\u00e1\u00f0uneyti\u00f0, september 2002. Reykjav\u00edk: F\u00e9lagsv\u00edsindastofnun H\u00cd og Ranns\u00f3knarstofnun KH\u00cd. 148 bls. <\/span><\/p>\nMatsverkefni<\/strong> LearnCom, Gems (sj\u00e1 ValNet undir t\u00f6lvum\u00e1l)
\nLearnCom. A\u00f0ild (mat) \u00e1samt Andreu G. Dofrad\u00f3ttur og J\u00f3h\u00f6nnu Andr\u00e9sd\u00f3ttur a\u00f0 LearnCom, verkefni undir stj\u00f3rn Farsk\u00f3la Nor\u00f0urlands vestra - mi\u00f0st\u00f6\u00f0var s\u00edmenntar. Formleg l\u00fdsing. \u00cdslensk l\u00fdsing.
\nGems<\/p>\n<\/a><\/p>\n<\/a>Framhaldssk\u00f3li - framvinda, brotthvarf (\u00ed vinnslu)<\/h1>\nUm n\u00e1msframvindu og fr\u00e1hvarf \u00far sk\u00f3la (verkefni unni\u00f0 \u00ed samstarfi vi\u00f0 Kristj\u00f6nu Stellu Bl\u00f6ndal)<\/strong><\/p>\n
<\/h1>\n<\/a>Ranns\u00f3knir nemenda<\/h1>\nA\u00f0ild a\u00f0 ranns\u00f3knarvinnu nemenda. \u00c9g hef noti\u00f0 samstarfs vi\u00f0 marga mj\u00f6g \u00f6fluga nemendur og hef sannreynt \u00e1 \u00fev\u00ed samstarfi hve miklu munar a\u00f0 fylgjast me\u00f0 \u00ed ranns\u00f3knum \u00feegar ma\u00f0ur er \u00ed \u00fev\u00ed umhverfi.
\nSj\u00e1 meistaraverkefni, sum \u00ed heild sinni.<\/a><\/p>\n<\/div>\n\nLeiksk\u00f3li - fr\u00edstundaheimili<\/a><\/h1>\n\u00c1ri\u00f0 2006 gaf \u00e9g \u00fat rit um s\u00f6gu og starfsemi leiksk\u00f3la, Fr\u00e1 g\u00e6slu til sk\u00f3la. Um \u00fer\u00f3un leiksk\u00f3la \u00e1 \u00cdslandi.<\/em> \u00cd \u00feessu riti leitast \u00e9g vi\u00f0 setja ramma um mikilv\u00e6g atri\u00f0i \u00ed sk\u00f3la\u00fer\u00f3un og nota leiksk\u00f3lann sem einkar \u00e1hugavert d\u00e6mi. Fr\u00edstundaheimili, er merkileg starfsemi, sem hefur einhvern veginn or\u00f0i\u00f0 \u00fatundan \u00ed umr\u00e6\u00f0u um sk\u00f3lastarf. \u00deau voru \u00ed upphafi tengd leiksk\u00f3lanum en eru n\u00fa mun frekar grunnsk\u00f3lanum, \u2013 og \u00fe\u00f3? Sj\u00e1 n\u00e1nar.<\/a><\/p>\nGrunnsk\u00f3li \u2013 Saga al\u00fe\u00fd\u00f0ufr\u00e6\u00f0slu \u00e1 \u00cdslandi<\/a><\/h1>\n\u00c9g vinn n\u00fa a\u00f0 ritun s\u00f6gu al\u00fe\u00fd\u00f0ufr\u00e6\u00f0slu \u00e1 \u00cdslandi \u00e1samt h\u00f3pi fr\u00e6\u00f0imanna undir ritstj\u00f3rn Lofts Guttormssonar pr\u00f3fessors. Minn hlutur beinist einkum a\u00f0 t\u00edmabilinu 1967-2007. \u00c9g skrifa 6 kafla um \u00fea\u00f0 t\u00edmabil. R\u00e1\u00f0gert a\u00f0 gefa riti\u00f0 \u00fat \u00ed vetrarbyrjun 2008. Sj\u00e1 meira<\/a>.<\/p>\nFramhaldssk\u00f3li -almennt<\/a><\/h1>\nFyrstu verkefni m\u00edn \u00ed H\u00e1sk\u00f3la \u00cdslands voru a\u00f0 kenna n\u00e1mss\u00e1larfr\u00e6\u00f0i \u00ed kennslur\u00e9ttindan\u00e1mi H\u00cd og s\u00ed\u00f0an einnig \u00ed KH\u00cd. Flj\u00f3tlega vakna\u00f0i \u00e1hugi minn \u00e1 muninum \u00e1 b\u00f3kn\u00e1mi og verkn\u00e1mi og hann hefur vegi\u00f0 \u00feungt alla t\u00ed\u00f0 s\u00ed\u00f0an, fyrst fr\u00e1 sj\u00f3narh\u00f3li n\u00e1msins sj\u00e1lfs, en s\u00ed\u00f0an me\u00f0 hli\u00f0sj\u00f3n af kerfinu; hvernig b\u00f3kn\u00e1mi\u00f0 hefur teki\u00f0 v\u00f6ldin af verkn\u00e1minu. H\u00e9r geri \u00e9g grein fyrir \u00fev\u00ed sem \u00e9g hef skrifa\u00f0 um \u00feessa \u00fe\u00e6tti, en s\u00ed\u00f0an fjalla \u00e9g um ranns\u00f3knir \u00e1 n\u00e1msframvindu. M\u00e9r s\u00fdnist a\u00f0 \u00e9g hafi beint athygli minni meira a\u00f0 framhaldssk\u00f3lanum heldur en nokkru \u00f6\u00f0ru sk\u00f3lastigi, og um \u00fea\u00f0 hef \u00e9g b\u00e6\u00f0i skrifa\u00f0 talsvert og haldi\u00f0 erindi. Sj\u00e1 meira.<\/a><\/p>\nFramhaldssk\u00f3li - framvinda, brotthvarf<\/a><\/h1>\nSj\u00e1 l\u00fdsingu \u00e1 umfangsmiklu ranns\u00f3knarverkefni um skilvirkni \u00ed framhaldssk\u00f3la, sem \u00e9g vinn n\u00fa a\u00f0 \u00e1samt \u00f6\u00f0rum (8.7.2008). \u00a0Sj\u00e1 meira.
\nErlent samstarf: DropIn<\/a>
\nErlent samstarf: International Research Network on Youth Education and Training
\nErlent samstarf: Gems.
\nSj\u00e1 meira.<\/a><\/p>\nStarfsmenntun<\/a><\/h1>\nUmfj\u00f6llun um starfsmenntun var \u00fea\u00f0 sem koma m\u00e9r \u00e1 spori\u00f0 vi\u00f0 athugun \u00e1 \u00fer\u00f3un menntunar. Starfsmenntun \u00ed \u00f6llum s\u00ednum myndum er a\u00f0 m\u00f6rgu leyti \u00e1hugaver\u00f0asti en um lei\u00f0 leyndard\u00f3msfyllsti \u00fe\u00e1ttur sk\u00f3lakerfisins. Sj\u00e1 meira<\/a>.<\/p>\nVer\u00f0laun Starfsmenntar\u00e1\u00f0s 2001.<\/em> \u00c1 grundvelli ranns\u00f3kna minna og \u00fe\u00e1ttt\u00f6ku \u00ed umr\u00e6\u00f0u um starfsmenntun var m\u00e9r veitt vi\u00f0urkenning Starfsmenntar\u00e1\u00f0s \u00e1ri\u00f0 2001. M\u00e9r \u00fe\u00f3tti m\u00e9r mikill s\u00f3mi s\u00fdndur me\u00f0 \u00feeirri vi\u00f0urkenningu og er afar stoltur af henni. Sj\u00e1 n\u00e1nar.<\/a><\/p>\nFullor\u00f0insfr\u00e6\u00f0sla og endurmenntun<\/a><\/h1>\nSta\u00f0a fullor\u00f0insfr\u00e6\u00f0slu og \u00fer\u00f3un hennar, samanbur\u00f0ur vi\u00f0 \u00f6nnur l\u00f6nd og um afst\u00f6\u00f0u f\u00f3lks til fullor\u00f0insfr\u00e6\u00f0slu. Sj\u00e1 n\u00e1nar.<\/a><\/p>\nH\u00e1sk\u00f3lastigi\u00f0<\/a><\/h1>\nUndanfari\u00f0 hefur veri\u00f0 l\u00edfleg umr\u00e6\u00f0aum h\u00e1sk\u00f3lam\u00e1l, en h\u00fan hefur \u00fe\u00f3 a\u00f0 m\u00ednu mati ekki veri\u00f0 n\u00e6gilega opin. \u00cd henni hef \u00e9g sett fram b\u00e6\u00f0i munnlega (sj\u00e1 vi\u00f0tal) og skriflega sj\u00f3narmi\u00f0 m\u00edn og m\u00e1 sj\u00e1 \u00feau undir kaflanum um h\u00e1sk\u00f3lastigi\u00f0. (22.8.2009). Sj\u00e1 meira<\/a>.<\/span><\/p>\nUndanfarin \u00e1r hef \u00e9g einnig rita\u00f0 talsvert um \u00fer\u00f3un h\u00e1sk\u00f3la b\u00e6\u00f0i \u00fer\u00f3unina h\u00e9r \u00e1 landi, en einnig \u00ed n\u00e1grannal\u00f6ndum okkar. \u00c9g hef bent \u00e1 \u00e1kve\u00f0in einkenni \u00fer\u00f3unar h\u00e1sk\u00f3la, og haldi\u00f0 fram vissri nau\u00f0hyggju \u00ed \u00fev\u00ed sambandi sem m\u00f6rgum er mj\u00f6g \u00ed n\u00f6p vi\u00f0, af \u00fdmsum \u00e1st\u00e6\u00f0um. \u00cd b\u00f3k um efni\u00f0 hef \u00e9g lagt \u00e1herslu \u00e1 a\u00f0 h\u00e1sk\u00f3laf\u00f3lk taki sj\u00e1lft frumkv\u00e6\u00f0i \u00ed umr\u00e6\u00f0u um m\u00e1lefni h\u00e1sk\u00f3lanna. H\u00e9r a\u00f0 ne\u00f0an \u00ed kaflanum um h\u00e1sk\u00f3lastigi\u00f0 er \u00edtarlegri umfj\u00f6llun um \u00feau atri\u00f0i sem \u00e9g tel skipta m\u00e1li. Sj\u00e1 meira.<\/a><\/p>\n<\/div>\nSk\u00f3la\u00fer\u00f3un<\/h1>\n
14.07.2008<\/p>\n
Undanfarin \u00e1r hef \u00e9g leitast vi\u00f0 a\u00f0 sko\u00f0a menntakerfi\u00f0 \u00ed heild sinni og einbl\u00edna ekki um of \u00e1 einstaka \u00fe\u00e6tti \u00feess. \u00dea\u00f0 m\u00e1 segja a\u00f0 \u00e9g spyrji spurninganna: Hvernig \u00fer\u00f3ast sk\u00f3lakerfi og hvers vegna \u00fer\u00f3ast \u00feau eins og \u00feau \u00feannig? en or\u00f0a \u00fe\u00e6r me\u00f0 \u00fdmsum h\u00e6tti eftir vi\u00f0fangsefninu hverju sinni. \u00de\u00f3tt \u00e9g einbeiti m\u00e9r a\u00f0 framhaldssk\u00f3la og h\u00e1sk\u00f3lastiginu \u00fe\u00e1 hef \u00e9g einnig gefi\u00f0 \u00fat rit um leiksk\u00f3lastigi\u00f0. <\/u>Almenningsfr\u00e6\u00f0slu ritinu skrifa \u00e9g einnig um grunnsk\u00f3la<\/u> og a\u00f0 hluta til um framhaldssk\u00f3la<\/u>. N\u00fa vinn \u00e9g einnig a\u00f0 k\u00f6flum um s\u00f6gu h\u00e1sk\u00f3lastigs<\/u> og fullor\u00f0insfr\u00e6\u00f0slu<\/u> auk almenns yfirlits<\/u>um \u00e1takaefnin (1.11.2009). \u00cd s\u00e9rst\u00f6kum kafla h\u00e9r \u00e1 s\u00ed\u00f0unni rek \u00e9g skrif m\u00edn um \u00fer\u00f3un framhaldssk\u00f3la og um h\u00e1sk\u00f3la<\/a>. \u00cd b\u00f3kinni fr\u00e1 G\u00e6slu til sk\u00f3la<\/em>(Sj\u00e1 Leiksk\u00f3la) geri \u00e9g grein fyrir mikilv\u00e6gum einkennum sk\u00f3la\u00fer\u00f3unar: st\u00f6\u00f0ugleika<\/u>, samfellu<\/u>, reglufestu<\/u>, b\u00f3kn\u00e1mshneig\u00f0<\/u> og kerfisreki<\/u>. \u00deessi einkenni eiga vi\u00f0 um \u00f6ll sk\u00f3lastig, en \u00e9g s\u00fdni hvernig \u00feau koma fram \u00ed \u00fer\u00f3un leiksk\u00f3lans og \u00ed \u00fer\u00f3un menntunar leiksk\u00f3lakennara.<\/p>\nJ\u00f3n Torfi J\u00f3nasson (2006). Fr\u00e1 g\u00e6slu til sk\u00f3la. Um \u00fer\u00f3un leiksk\u00f3la \u00e1 \u00cdslandi<\/strong><\/span>.<\/em><\/strong> Reykjav\u00edk: Ranns\u00f3knarstofa um menntakerfi. F\u00e9lagsv\u00edsindastofnun H\u00e1sk\u00f3la \u00edslands.<\/p>\n\u00c9g geri grein fyrir st\u00f6\u00f0ugleika<\/u> (\u00fer\u00e1stefjum), sem v\u00edsar til \u00feess a\u00f0 veri\u00f0 s\u00e9 a\u00f0 gl\u00edma vi\u00f0 s\u00f6mu atri\u00f0in aftur og aftur, \u00ed grein \u00ed afm\u00e6lisriti Lofts Guttormssonar:<\/p>\n
J\u00f3n Torfi J\u00f3nasson. (2008). <\/span>L\u00e6rt af s\u00f6gunni?<\/a><\/strong><\/span> \u00cd \u00d3l\u00f6f Gar\u00f0arsd\u00f3ttir, Helgi Sk\u00fali Kjartansson, Gu\u00f0mundur H\u00e1lfdanarson, D\u00f3ra S. Bjarnason og J\u00f3n Torfi J\u00f3nasson (Ritstj.), Menntaspor : rit til hei\u00f0urs Lofti Guttormssyni sj\u00f6tugum 5. apr\u00edl 2008<\/strong><\/em> (bls. 79-95). Reykjav\u00edk: S\u00f6guf\u00e9lag, 2008.<\/span><\/p>\n\u00c9g r\u00e6\u00f0i \u00feetta v\u00ed\u00f0a annars sta\u00f0ar, sj\u00e1 t.d. um h\u00e1sk\u00f3la<\/u>:<\/p>\n
*<\/em>J\u00f3n Torfi J\u00f3nasson. (2006). Can credentialism help to predict the convergence of institutions and systems of higher education?<\/em> CHER 19th Annual Conference Systems Convergence and Institutional Diversity? Centre for Research on Higher Education and Work, University of Kassel, Germany. September 7th-9th 2006. Paper<\/a><\/strong><\/span><\/p>\n*J\u00f3n Torfi J\u00f3nasson. (2005). Allt \u00e1 eina b\u00f3kina l\u00e6rt? Um reglufestu og einsleitni \u00ed \u00fer\u00f3un h\u00e1sk\u00f3la.<\/a> Uppeldi og menntun, 14(1)<\/em>, bls. 133-140.<\/p>\n*J\u00f3n Torfi J\u00f3nasson. (2003). Does the state expand schooling? A a study based on five Nordic countries<\/a>.<\/a> Comparative Education Review, 47<\/em>(2), 160-183.<\/p>\nog \u00ed umr\u00e6\u00f0u um framhaldssk\u00f3la<\/u><\/p>\n
*J\u00f3n Torfi J\u00f3nasson. (1998c). The Foes of Icelandic Vocational Education at the Upper Secondary Level. \u00cd Arild Tjeldvoll (ritstj.), Education and the Scandinavian Welfare State in the Year 2000 <\/em>(bls. 267-304). New York: Garland Publishing. (Sj\u00e1 greinasafn).<\/p>\n\u00a0\u00cd grein fr\u00e1 2002 r\u00e6\u00f0i \u00e9g me\u00f0 tilv\u00edsun \u00ed d\u00e6mi hve miklu getur skipt hvernig sta\u00f0an er metin \u00feegar vi\u00f0br\u00f6g\u00f0 stj\u00f3rnvalda e\u00f0a annarra eru \u00e1kve\u00f0in. \u00deetta mat r\u00e6\u00f0ur au\u00f0vita\u00f0 miklu um \u00fea\u00f0 hva\u00f0 gert er.<\/p>\n
*J\u00f3n Torfi J\u00f3nasson. (2002). Policy and reality in educational development: an analysis based on examples from Iceland.<\/u> Journal of Education Policy<\/em>. 17, 6, 659-671.<\/p>\nEr h\u00e6gt a\u00f0 sp\u00e1 um framt\u00ed\u00f0ina? <\/strong>
\n\u00c1ri\u00f0 1990 gaf \u00e9g \u00fat sp\u00e1 um framt\u00ed\u00f0 \u00edslenska menntakerfisins og \u00fear er \u00edgrundu\u00f0 \u00e1lyktun um hver sennileg \u00fer\u00f3un yr\u00f0i. \u00cd flestum atri\u00f0um vir\u00f0ist s\u00fa sp\u00e1 hafa sta\u00f0ist b\u00fdsna vel.\u00a0A\u00f0 \u00fdmsu leyti var um frumranns\u00f3kn a\u00f0 r\u00e6\u00f0a og mikil vinna l\u00e1 \u00ed \u00f6flun gagna, samantekt \u00feeirra og \u00farvinnslu. \u00dear fjalla \u00e9g um \u00f6ll stig \u00edslenska menntakerfisins, geri grein fyrir \u00fer\u00f3un hvers og eins og r\u00f6ksty\u00f0 hvers konar breytingum s\u00e9 rauns\u00e6tt a\u00f0 b\u00faast vi\u00f0. \u00dea\u00f0 sem \u00e9g setti \u00fearna fram hefur haft t\u00f6luver\u00f0 \u00e1hrif \u00e1 faglega umr\u00e6\u00f0u um fj\u00f6lm\u00f6rg m\u00e1lefni, svo sem um einsetinn sk\u00f3la, framhaldssk\u00f3lastigi\u00f0, \u00fer\u00f3un h\u00e1sk\u00f3lastigsins, um endurmenntun og fullor\u00f0insfr\u00e6\u00f0slu.<\/p>\nJ\u00f3n Torfi J\u00f3nasson (1990). Menntun \u00e1 \u00cdslandi \u00ed 25 \u00e1r, 1985 - 2010.<\/em> Reykjav\u00edk: Framkv\u00e6mdanefnd um framt\u00ed\u00f0ark\u00f6nnun. [143 s\u00ed\u00f0ur.]<\/span><\/p>\nErindi um framt\u00ed\u00f0ina. Segja m\u00e1 a\u00f0 langflest erinda minna fjalli um framt\u00ed\u00f0ina, en \u00e9g tilgreini \u00feau undir \u00fev\u00ed vi\u00f0fangsefni sem \u00feau eiga einkum vi\u00f0 um, nefni \u00fe\u00f3 h\u00e9r:<\/p>\n
2004.15 De nordiske s\u00e6rtrekk i globalt perspektiv? Tanker om uddannelse, udvikling, globalisering og flekisbilitet. R\u00e1\u00f0stefnan GLOBALT UTDANNINGSMARKED \u2013 NORDISK UTFORDRING. Nordisk Ministerr\u00e5ds temakonferanse om fleksibel l\u00e6ring. Hotel Loftlei\u00f0ir, Reykjav\u00edk, \u00cdsland 23. \u2013 24. september 2004.<\/span><\/p>\n<\/a><\/p>\n<\/a>Hugmyndir og hugmyndasaga<\/h1>\n14.7.2008<\/p>\n
Gildi hugmynda- sk\u00f3las\u00f6gunnar <\/strong>
\nRitger\u00f0 um \u00feetta efni \u00ed afm\u00e6lisriti Lofts Guttormssonar er \u00ed \u00feremur hlutum. Fyrsti hlutinn fjallar um hugmyndina um kennslu me\u00f0 samtali, \u00fear sem kennari r\u00e6\u00f0ir vi\u00f0 nemanda til \u00feessa \u00f0 tryggja a\u00f0 hann \u00f6\u00f0list skilning \u00e1 vi\u00f0fangsefni s\u00ednu; annar hlutinn um breytingar \u00e1 sk\u00f3lastarfi almennt og hvernig \u00feeim farnast og \u00ed \u00feri\u00f0ja lagi rek \u00e9g breytingar \u00e1 umfangi sk\u00f3lastarfs og \u00fe\u00e1 reglufestu sem \u00fear r\u00edkir. Meginni\u00f0ursta\u00f0an er s\u00fa a\u00f0 sk\u00f3lasagan geti veri\u00f0 afskaplega gagnleg og margt megi af henni l\u00e6ra um \u00f6ll \u00feessi atri\u00f0i. Samt s\u00fdnist m\u00e9r a\u00f0 f\u00f3lk s\u00e9 alls ekki rei\u00f0ub\u00fai\u00f0 til \u00feess og gengur til verka \u00ed n\u00fdbreytnistarfi eins og \u00fea\u00f0 hafi ekki veri\u00f0 reynt fyrr. Umr\u00e6\u00f0an er ekkert s\u00e9rstaklega mi\u00f0u\u00f0 vi\u00f0 \u00fea\u00f0 sem hefur gerst h\u00e9r \u00e1 landi, en sennilega m\u00e1 heimf\u00e6ra e-\u00f0 af \u00fev\u00ed sem \u00e9g r\u00e6\u00f0i \u00e1 sk\u00f3lastarf h\u00e9r.<\/p>\nJ\u00f3n Torfi J\u00f3nasson. (2008). L\u00e6rt af s\u00f6gunni?<\/span> \u00cd \u00d3l\u00f6f Gar\u00f0arsd\u00f3ttir, Helgi Sk\u00fali Kjartansson, Gu\u00f0mundur H\u00e1lfdanarson, D\u00f3ra S. Bjarnason og J\u00f3n Torfi J\u00f3nasson (Ritstj.), <\/span>Menntaspor : rit til hei\u00f0urs Lofti Guttormssyni sj\u00f6tugum 5. apr\u00edl 2008<\/em><\/span> (bls. 79-95). Reykjav\u00edk: S\u00f6guf\u00e9lag, 2008.<\/span><\/p>\nNokkur erindi um efni\u00f0, en segja m\u00e1 um fj\u00f6lm\u00f6rg \u00f6nnur erindi a\u00f0 \u00e9g reyni almennt a\u00f0 setja hlutina \u00ed lj\u00f3sgeisla s\u00f6gunnar eftir \u00fev\u00ed sem m\u00e9r er unnt:<\/p>\n
2005.14\u00a0Hv\u00edt\u00e1rbakkask\u00f3linn og l\u00fd\u00f0h\u00e1sk\u00f3lahreyfingin. Erindi flutt \u00e1 100 \u00e1ra afm\u00e6li Hv\u00edt\u00e1rbakkask\u00f3la \u00e1 vegum Snorrastofu \u00ed Reykholti 22. okt\u00f3ber 2005.
\n2003.9 Hvers vegna er erfitt a\u00f0 l\u00e6ra af sk\u00f3las\u00f6gunni? Erindi flutt \u00e1 r\u00e1\u00f0stefnu FUM (f\u00e9lags um menntaranns\u00f3knir) \u00ed KH\u00cd Reykjav\u00edk, 22. n\u00f3vember 2003
\n2001.8 Geta sk\u00f3lar l\u00e6rt af sk\u00f3las\u00f6gunni? Erindi flutt \u00e1 m\u00e1l\u00feingi Ranns\u00f3knarstofnunar KH\u00cd, 19. september 2001.
\n2000.1 Framt\u00ed\u00f0 h\u00e1sk\u00f3la \u00e1 \u00cdslandi \u00ed lj\u00f3si s\u00f6gunnar.<\/a> Erindi flutt \u00e1 m\u00e1l\u00feingi menntam\u00e1lar\u00e1\u00f0uneytisins um h\u00e1sk\u00f3lastigi\u00f0 \u00ed Reykjav\u00edk, 19. febr\u00faar 2000.
\n1998.9 Getum vi\u00f0 l\u00e6rt af s\u00f6gunni? Erindi flutt \u00e1 fundi sk\u00f3lastj\u00f3ra \u00ed Reykjav\u00edk \u00e1 vegum Fr\u00e6\u00f0sluskrifstofu Reykjav\u00edkur, 11. desember 1998.
\n1998.2 \u201eN\u00fa hefur t\u00edminn svo a\u00f0 segja \u00e1 svipstundu umsteypt n\u00e1lega \u00f6llu.\u201c Erindi \u00ed S\u00f6guveislu \u00ed Kennarah\u00e1sk\u00f3la \u00cdslands til hei\u00f0urs Lofti Guttormssyni pr\u00f3fessor sextugum. 3. apr\u00edl 1998.
\n1997.4 Uppruni n\u00fat\u00edma menntakerfis \u00e1 \u00cdslandi. Erindi flutt \u00e1 \u00cdslenska s\u00f6gu\u00feinginu, \u00ed Reykjav\u00edk 30. ma\u00ed 1997.
\n1995.1 Hugmyndir [Bj\u00f6rns Halld\u00f3rssonar] um uppeldi og menntun. M\u00e1l\u00feing um s\u00e9ra Bj\u00f6rn Halld\u00f3rsson \u00ed Sau\u00f0lauksdal, 29. apr\u00edl 1995.<\/p>\n <\/p>\n
Um s\u00edmenntun.<\/strong> \u00cd ritinu G\u00e1tt \u00e1rsriti Fr\u00e6\u00f0slumi\u00f0st\u00f6\u00f0var atvinnul\u00edfsins fj\u00f6llum vi\u00f0 Andrea Ger\u00f0ur a\u00f0eins um hugmyndir tengdar fullor\u00f0insfr\u00e6\u00f0slu, m.a. um e\u00f0li s\u00edmenntunar og r\u00f6k fyrir henni.<\/p>\nJ\u00f3n Torfi J\u00f3nasson og Andrea Ger\u00f0ur Dofrad\u00f3ttir (2007). Er s\u00edmenntunar\u00fej\u00f3\u00f0f\u00e9lag \u00e1 \u00cdslandi?<\/a>\u00a0G\u00e1tt, 4<\/em>, bls. 17-22.<\/p>\nSk\u00f3lap\u00f3lit\u00edk.<\/strong> \u00de\u00f3tt flest af \u00fev\u00ed sem \u00e9g hef skrifa\u00f0 tengist tilteknu sk\u00f3lastigi \u00fe\u00e1 n\u00e6r margt til fleiri en eins sk\u00f3lastigs. \u00cd grein fr\u00e1 2002 r\u00e6\u00f0i \u00e9g me\u00f0 tilv\u00edsun \u00ed d\u00e6mi hve miklu getur skipt hvernig sta\u00f0an er metin \u00feegar vi\u00f0br\u00f6g\u00f0 stj\u00f3rnvalda e\u00f0a annarra eru \u00e1kve\u00f0in. Mat stj\u00f3rnvalda og annarra \u00e1 st\u00f6\u00f0u m\u00e1la r\u00e6\u00f0ur au\u00f0vita\u00f0 miklu um \u00fea\u00f0 hva\u00f0 gert er.<\/p>\nJ\u00f3n Torfi J\u00f3nasson. (2002b). Policy and reality in educational development: an analysis based on examples from Iceland<\/strong>. Journal of Education Policy. 17<\/em>(6), 659-671.<\/span><\/p>\nL\u00fd\u00f0h\u00e1sk\u00f3lahugmyndin. <\/strong>\u00cd kafla um l\u00fd\u00f0h\u00e1sk\u00f3la \u00e1 \u00cdslandi reyni \u00e9g einnig a\u00f0 varpa lj\u00f3si \u00e1 \u00fea\u00f0 hvernig hugmyndin um l\u00fd\u00f0h\u00e1sk\u00f3la tekur land h\u00e9r og n\u00e6r talsver\u00f0ri f\u00f3tfestu, sennilega mun meiri og v\u00ed\u00f0ar en almennt hefur veri\u00f0 tali\u00f0.<\/p>\nJ\u00f3n Torfi J\u00f3nasson. (1999d). <\/span>L\u00fd\u00f0h\u00e1sk\u00f3lar \u00e1 \u00cdslandi \u00ed byrjun 20. aldar.<\/span> \u00cd Hrafnhildur Ragnarsd\u00f3ttir, Krist\u00edn Indri\u00f0ad\u00f3ttir og \u00d3lafur Propp\u00e9 (ritstj.),<\/span>Steinar \u00ed v\u00f6r\u00f0u, til hei\u00f0urs \u00deur\u00ed\u00f0i J. Kristj\u00e1nsd\u00f3ttur sj\u00f6tugri <\/span>(bls. 107-129). Reykjav\u00edk: Ranns\u00f3knarstofnun Kennarah\u00e1sk\u00f3la \u00cdslands.\u00a0<\/span><\/p>\n\u00dej\u00f3\u00f0s\u00f6gur um sk\u00f3lam\u00e1l.<\/strong> \u00cd eftirfarandi grein reyni \u00e9g a\u00f0 s\u00fdna fram \u00e1 a\u00f0 fj\u00f6lmargar vi\u00f0teknar hugmyndir um \u00fer\u00f3un sk\u00f3lastarfs standist ekki n\u00e1nari sko\u00f0un. \u00dearna r\u00e6\u00f0i \u00e9g sex sl\u00edkar hugmyndir og dreg \u00fe\u00e6r allar \u00ed efa.<\/p>\nJ\u00f3n Torfi J\u00f3nasson. (1997b). \u00dej\u00f3\u00f0s\u00f6gur \u00far sk\u00f3lakerfinu.<\/strong> \u00cdslensk f\u00e9lagsrit, 7.-8.<\/em>, 41-69.<\/span><\/p>\n<\/a><\/p>\n<\/a>Fjarkennsla, t\u00f6lvunotkun \u00ed sk\u00f3lastarfi og t\u00f6lvuvit (gervigreind)<\/h1>\n14.7.2008<\/p>\n
\u00c9g geri grein fyrir efninu \u00ed \u00feessum flokkum: mat \u00e1 t\u00f6luvnotkun \u00ed sk\u00f3lastarfi, fjarkennsla, t\u00f6lvur \u00ed sk\u00f3lastarfi+Logo, almennt um t\u00f6lvur \u00ed sk\u00f3lastarfi og s\u00ed\u00f0ast hugmyndir um t\u00f6lvuvit. Fyrst r\u00e6\u00f0i \u00e9g svonefnt ValNet verkefni sem \u00e9g vann me\u00f0 Andreu Ger\u00f0i og mat \u00e1 \u00fer\u00f3unarsk\u00f3lum \u00ed t\u00f6lvu- og uppl\u00fdsingat\u00e6kni.<\/p>\n
Valnet verkefni\u00f0<\/strong>. \u00deetta er eitt \u00e1hugaver\u00f0asta matsverkefni sem \u00e9g hef unni\u00f0. \u00dea\u00f0 var annars vegar a\u00f0 \u00feakka \u00e1hugver\u00f0ri hugmynd, en einnig s\u00e9rlega g\u00f3\u00f0u samstarfi vi\u00f0 \u00fe\u00e6r Andreu Ger\u00f0i samstarfskonu m\u00edna \u00e1 F\u00e9lagsv\u00edsindastofnun og vi\u00f0 H\u00f6rpu Hreinsd\u00f3ttur sem st\u00fdr\u00f0i \u00fer\u00f3unarfasanum sem var til mats, af s\u00e9rstakri fagmennsku. Vi\u00f0 l\u00f6g\u00f0um til grundvallar \u00ed matinu svonefndan POETiC ramma sem reyndist afar gagnlegur vi\u00f0 mat \u00e1 \u00fer\u00f3unarstarfi. (Sj\u00e1 n\u00fa SIPTEC rammann, sem kemur eiginlega \u00ed sta\u00f0inn).<\/p>\nCathy Lewin, Fernand Mesdom, J\u00f3n Torfi J\u00f3nasson, Andrea Ger\u0111ur Dofrad\u00f3ttir, Candido de Freitas, Donatella Nucci, Andrew Moore, Peter Scrimshaw, David Wood, Harpa Hreinsd\u00f3ttir, Roger Blamire, Anne Gilleran (2004). ValNet Consolidated Report.<\/em> <\/span>Brusseles: EUN.
\nJ\u00f3n Torfi J\u00f3nasson and Andrea Ger\u00f0ur Dofrad\u00f3ttir. (May 2004). A European Schoolnet project. ValNet. Validation of the ITALES project.<\/a> May 2004. Centre for the Development of Education. Social Science Research Institute. University of Iceland.<\/span><\/p>\n\u00der\u00f3unarsk\u00f3laverkefni.<\/strong> Mat \u00e1 notkun t\u00f6lvu- og uppl\u00fdsingat\u00e6kni \u00ed sex sk\u00f3lum. Mj\u00f6g margt \u00e1hugavert var unni\u00f0 \u00ed \u00feessum sk\u00f3lum, en \u00e1 hinn b\u00f3ginn kom \u00ed lj\u00f3s a\u00f0 \u00fdmsir h\u00f6f\u00f0u gert s\u00e9r heldur h\u00e1ar vonir um m\u00e1tt t\u00f6lvut\u00e6kninnar, sem minnti mig \u00e1 m\u00ednar eigin hugmyndir tuttugu \u00e1rum fyrr.<\/p>\nJ\u00f3n Torfi J\u00f3nasson, Andrea G. Dofrad\u00f3ttir og Kristjana Stella Bl\u00f6ndal. (J\u00fan\u00ed 2002). Hva\u00f0a l\u00e6rd\u00f3m m\u00e1 draga af \u00fer\u00f3unarsk\u00f3laverkefninu \u00ed uppl\u00fdsingat\u00e6kni. Mat \u00e1 framkv\u00e6md og \u00e1vinningi verkefnisins. <\/a>(Unni\u00f0 fyrir menntam\u00e1lar\u00e1\u00f0uneyti\u00f0). Reykjav\u00edk: F\u00e9lagsv\u00edsindastofnun. [59 bls.]<\/span><\/p>\nFjarkennsla.<\/span> Hva\u00f0 fjarkennsluna var\u00f0ar \u00fe\u00e1 taldi \u00e9g (og tel enn) a\u00f0 h\u00fan v\u00e6ri mikilv\u00e6g vi\u00f0b\u00f3t vi\u00f0 hef\u00f0bundi\u00f0 sk\u00f3lastarf og g\u00e6ti raunar or\u00f0i\u00f0 til \u00feess a\u00f0 breyta \u00fev\u00ed. Fyrir m\u00e9r var uppbygging fjarkennslu me\u00f0 hj\u00e1lp t\u00f6lvu m\u00e9r n\u00e6stum hugsj\u00f3n og taldi \u00fear liggja feikilega vann\u00fdtta m\u00f6guleika. \u00c1rin 1986-1987 var \u00e9g ritari Fjarkennslunefndar menntam\u00e1lar\u00e1\u00f0uneytisins og 1987-1989 forma\u00f0ur Framkv\u00e6mdanefndar menntam\u00e1lar\u00e1\u00f0uneytisins um fjarkennslu, sem m.a. st\u00f3\u00f0 fyrir Fr\u00e6\u00f0sluvarpi, sem s\u00e1 um kennslu \u00ed sj\u00f3nvarpi.<\/p>\n\u00deur\u00ed\u00f0ur J\u00f3hanssd\u00f3ttir skrifar n\u00fa doktorsritger\u00f0 um notkun fjarkennslu \u00ed kennaran\u00e1mi undir minni leis\u00f0\u00f6gn.<\/p>\n
Fyrir utan sk\u00fdrslur um efni\u00f0, \u00fe\u00e1 nefni \u00e9g h\u00e9r:<\/p>\n
Greinar:
\nJ\u00f3n Torfi J\u00f3nasson. (1990a). Fjarkennsla. \u00cd Uppl\u00fdsingar eru au\u00f0lind: greinar um uppl\u00fdsingastarfsemi \u00ed \u00fe\u00e1gu v\u00edsinda og mennta (bls. 281-289). Reykjav\u00edk: Samstarfsnefnd um uppl\u00fdsingam\u00e1l.\u00a0 (Sj\u00e1 yfirlit yfir greinasafn.<\/a>)
\nJ\u00f3n Torfi J\u00f3nasson. (1990c). N\u00e1m og aldur. \u00cd Fjarkennsla og fjarkennslua\u00f0fer\u00f0ir (bls. 29-37). Reykjav\u00edk: Framkv\u00e6mdanefnd um fjarkennslu. Menntam\u00e1lar\u00e1\u00f0uneyti\u00f0.
\nJ\u00f3n Torfi J\u00f3nasson. (1990d). Nokkrir punktar um Open University \u00ed Bretlandi og Open Universit\u00e4t \u00ed Hollandi. \u00cd Fjarkennsla og fjarkennslua\u00f0fer\u00f0ir (bls. 22-27). Reykjav\u00edk: Framkv\u00e6mdanefnd um fjarkennslu. Menntam\u00e1lar\u00e1\u00f0uneyti\u00f0.<\/span><\/p>\nErindi:
\n1986.1. Fjarkennsla. Erindi flutt \u00e1 fundi BHM um fjarkennslu. Febr\u00faar 1986.<\/span><\/p>\nT\u00f6lvur \u00ed sk\u00f3lastarfi. Logo.<\/strong> \u00cd doktorsn\u00e1mi m\u00ednu \u00e1 \u00e1ttunda \u00e1ratug s\u00ed\u00f0ustu aldar nota\u00f0i \u00e9g t\u00f6lvur miki\u00f0, l\u00e6r\u00f0i \u00fdmis forritunarm\u00e1l og s\u00e1 hve margt v\u00e6ri h\u00e6gt a\u00f0 l\u00e1ta \u00fe\u00e6r gera margt hef\u00f0i ma\u00f0ur til \u00feess \u00feekkingu. \u00c1 \u00feeim t\u00edma voru upp margv\u00edslegar bjarts\u00fdnishugmyndir um n\u00fdtingu t\u00f6lva \u00ed \u00fe\u00e1gu menntunar. \u00c9g skrifa\u00f0i um \u00feetta almennt, kenndi um \u00feetta efni, en var\u00f0 s\u00e9rstaklega hugfanginn af forritunarm\u00e1linu Logo. \u00dea\u00f0 var hugsa\u00f0 fyrir b\u00f6rn og unglinga, en var \u00ed raun afar \u00fer\u00f3a\u00f0 og \u00f6flugt forritunarm\u00e1l (sj\u00e1 t.d. NetLogo<\/a> sem n\u00fa er \u00ed \u00fer\u00f3un). Fj\u00f6lmargir \u00edslenskir kennarar s\u00fdndu \u00feessu \u00e1huga, en \u00e9g vann mest me\u00f0 Ragnhei\u00f0i Benediktsson, sem lengi kenndi \u00ed Melask\u00f3la. \u00c9g skrifa\u00f0i tv\u00e6r \u00fatg\u00e1fur b\u00f3kar um Logo, en umbreytingin var svo miki\u00f0 a\u00f0 \u00e9g \u00e1kva\u00f0 a\u00f0 \u00ed raun v\u00e6ri um n\u00fdja b\u00f3k a\u00f0 r\u00e6\u00f0a \u00feegar \u00e9g skrifa\u00f0i seinni \u00fatg\u00e1funa.<\/p>\nJ\u00f3n Torfi J\u00f3nasson. (1987a). Forritun me\u00f0 LOGO. Reykjav\u00edk: Svart \u00e1 hv\u00edtu. [176 s\u00ed\u00f0ur]
\nJ\u00f3n Torfi J\u00f3nasson. (1983). LOGO: kennslub\u00f3k \u00ed forritun handa kennurum og framhaldssk\u00f3lanemum. Reykjav\u00edk: Svart \u00e1 hv\u00edtu. [130 s\u00ed\u00f0ur.]<\/span><\/p>\nAlmennt um t\u00f6lvunotkun \u00ed sk\u00f3lastarfi.<\/strong> H\u00e9r er um a\u00f0 r\u00e6\u00f0a almenna umr\u00e6\u00f0u um hugmyndir.
\nH\u00f6r\u00f0ur L\u00e1russon, J\u00f3n Torfi J\u00f3nasson, Ragnhei\u00f0ur Benediktsson og Yngvi P\u00e9tursson. (1986). Fr\u00e1s\u00f6gn fr\u00e1 f\u00f6r til Bandar\u00edkjanna \u00ed n\u00f3vember 1986. [30 s\u00ed\u00f0ur.]<\/span><\/p>\nJ\u00f3n Torfi J\u00f3nasson. (1986, 10. og 11. j\u00fal\u00ed). T\u00f6lvur \u00ed sk\u00f3lastarfi. Morgunbla\u00f0i\u00f0.
\nJ\u00f3n Torfi J\u00f3nasson. (1984). T\u00f6lvur \u00ed sk\u00f3lastarfi. Uppeldi [Bla\u00f0 uppeldisfr\u00e6\u00f0inema vi\u00f0 H\u00e1sk\u00f3la \u00cdslands], bls. 8-13.<\/span><\/p>\nSj\u00e1 einnig kafla um \u00feetta efni \u00ed J\u00f3n Torfi J\u00f3nasson. (1990). Menntun \u00e1 \u00cdslandi \u00ed 25 \u00e1r, 1985 - 2010. Reykjav\u00edk: Framkv\u00e6mdanefnd um framt\u00ed\u00f0ark\u00f6nnun. [143 s\u00ed\u00f0ur].<\/p>\n
Erindi
\n2004.3 Einstaklingsmi\u00f0u\u00f0 kennsla \u00ed fj\u00f6lmennum n\u00e1mskei\u00f0um. Erindi flutt \u00e1 UT-r\u00e1\u00f0stefnu menntam\u00e1lar\u00e1\u00f0uneytisins, 6. mars 2004 \u00ed Fj\u00f6lbrautask\u00f3lanum \u00ed Gar\u00f0ab\u00e6. Me\u00f0h\u00f6fundar Andrea Ger\u00f0ur Dofrad\u00f3ttir og Stein\u00fe\u00f3r \u00de\u00f3r\u00f0arson.
\n1993.7. Menntun og mi\u00f0lar. Erindi flutt \u00e1 r\u00e1\u00f0stefnu um t\u00e6kni \u00ed n\u00fat\u00edma \u00fej\u00f3\u00f0f\u00e9lagi, 16. okt\u00f3ber 1993.<\/span><\/p>\nUm \u00feetta efni h\u00e9lt \u00e9g \u00e1\u00f0ur fyrr \u00f3grynni erinda, en h\u00e9lt yfirliti yfir \u00feau ekki saman.<\/p>\n
Hugmyndin um t\u00f6lvuvit<\/strong>, e\u00f0a gervigreind heilla\u00f0i mig lengi og fjalla\u00f0i \u00e9g alltaf e-\u00f0 um \u00fea\u00f0 efni \u00ed n\u00e1mskei\u00f0i sem \u00e9g kenndi \u00ed hugfr\u00e6\u00f0i fyrir s\u00e1lfr\u00e6\u00f0inema. \u00dear fjalla\u00f0i \u00e9g fyrst um \u00fdmis reglukerfi, en s\u00ed\u00f0ar meira um\u00a0netkerfi (neural nets), netn\u00e1m og t\u00f6lvuvit sem \u00e9g skrifa\u00f0i um \u00ed tengslum vi\u00f0 umfj\u00f6llum um gervigreind. \u00deetta tengist me\u00f0 \u00f3beinum h\u00e6tti hugmyndum um \"brain-based\" learning, sem voru mj\u00f6g \u00ed t\u00edsku \u00e1 \u00e1ttunda \u00e1ratug 20. aldar og hafa s\u00ed\u00f0an veri\u00f0 a\u00f0 komast aftur \u00ed t\u00edsku n\u00fa \u00ed byrjun 21. aldar.
\nJ\u00f3n Torfi J\u00f3nasson. (1992c). Hugur og heili. \u00cd Einar Logi Vignisson og \u00d3lafur P\u00e1ll J\u00f3nsson (ritstj.), Af l\u00edkama og s\u00e1l. Sex erindi um manninn og mannshugann (bls. 28-55). Reykjav\u00edk.
\nJ\u00f3n Torfi J\u00f3nasson. (1985). Er vit \u00ed t\u00f6lvuviti? St\u00fadentabla\u00f0i\u00f0, 61(4), 13-16.<\/span><\/p>\n<\/a><\/p>\n<\/a>Leiksk\u00f3li\u00a0\u2013 fr\u00edstundaheimili<\/h1>\n10.7.2008<\/p>\n
Kolbr\u00fan \u00deorbj\u00f6rg P\u00e1lsd\u00f3ttir vinnur a\u00f0 doktorsritger\u00f0 um \u00fer\u00f3un fr\u00edstundaheimila \u00e1 \u00cdslandi me\u00f0 minni lei\u00f0s\u00f6gn.<\/p>\n
\u00cd ritinu Fr\u00e1 g\u00e6slu til sk\u00f3la<\/em> geri \u00e9g grein fyrir \u00fer\u00f3un leiksk\u00f3la \u00e1 \u00cdslandi, m.a. me\u00f0 tilv\u00edsun \u00ed hugt\u00f6kin samfella, st\u00f6\u00f0ugleiki, reglu-festa, b\u00f3kn\u00e1msrek og kerfisrek. \u00der\u00f3un leiksk\u00f3lans sj\u00e1lfs og s\u00ed\u00f0an einnig menntunar leiksk\u00f3lakennara eru r\u00e6dd \u00ed lj\u00f3si \u00feessara hugtaka.
\nJ\u00f3n Torfi J\u00f3nasson. (2006). Fr\u00e1 g\u00e6slu til sk\u00f3la. Um \u00fer\u00f3un leiksk\u00f3la \u00e1 \u00cdslandi.<\/em> Reykjav\u00edk: Ranns\u00f3knarstofa um menntakerfi. F\u00e9lagsv\u00edsindastofnun H\u00e1sk\u00f3la \u00cdslands.<\/span><\/p>\n<\/span><\/p>\nErindi:
\n2008.2\u00a0Hvert er hlutverk leiksk\u00f3lans? Um formlegt, faglegt og raunverulegt hlutverk leiksk\u00f3la. Umr\u00e6\u00f0ufundur stj\u00f3rnenda leiksk\u00f3la, Hamraborg, K\u00f3pavogi, 27. mars 2008.
\n<\/span>2007.2\u00a0Hvernig \u00fer\u00f3ast leiksk\u00f3linn? Gengi\u00f0 inn \u00ed 21. \u00f6ldina. M\u00e1l\u00feing leiksk\u00f3lastj\u00f3ra \u00ed Reykjav\u00edk, 13. mars 2007
\n<\/span>2006.11\u00a0Eitt sk\u00f3lastig e\u00f0a fimm? \u00c1 hva\u00f0a siglingu er sk\u00f3lakerfi\u00f0 og hva\u00f0 r\u00e6\u00f0ur f\u00f6r?\u00a0Erindi flutt \u00e1 r\u00e1\u00f0stefnunni: \u00dea\u00f0 er leikur a\u00f0 l\u00e6ra. Samr\u00e6\u00f0a allra sk\u00f3lastiga, \u00e1 Akureyri, 29.\u201330. september 2006.
\n<\/span>2006.4\u00a0B\u00f6rn og leiksk\u00f3lar \u00ed \u00fdmsum l\u00f6ndum. Erindi flutt \u00e1 r\u00e1\u00f0stefnu um st\u00f6\u00f0u barna \u00ed \u00edslensku \u00fej\u00f3\u00f0f\u00e9lagi 3. mars 2006. Hve gl\u00f6\u00f0 er vor \u00e6ska?
\n<\/span>2006.3\u00a0Um fj\u00f6lbreytni \u00ed sk\u00f3lastarfi. Erindi flutt \u00e1 m\u00e1l\u00feingi sj\u00e1lfst\u00e6\u00f0ra sk\u00f3la 28. jan\u00faar 2006. Fj\u00f6lbreyttir sk\u00f3lar \u2013 fleiri m\u00f6guleikar.
\n<\/span>2004.18 Breytt vi\u00f0horf og breyttir t\u00edmar: \u00c1hrif \u00e1 umgj\u00f6r\u00f0, vi\u00f0gangsefni, st\u00f6\u00f0u og \u00edmynd leiksk\u00f3lans og leiksk\u00f3lakennara. \u00c1rsfundur F\u00e9lags leiksk\u00f3lakennara Grand Hotel, 5. n\u00f3vember 2004.
\n<\/span>1994.3. Ranns\u00f3knir sem grundv\u00f6llur a\u00f0 v\u00f6ndu\u00f0um vinnubr\u00f6g\u00f0um \u00ed leiksk\u00f3lum. Erindi flutt \u00e1 r\u00e1\u00f0stefnu F\u00f3struf\u00e9lags \u00cdslands, \u201eG\u00e6\u00f0i - nema hva\u00f0\u201c sem haldin var \u00ed mars 1994.<\/span><\/p>\n <\/p>\n
<\/a>Grunnsk\u00f3li<\/h1>\n10.7.2008<\/p>\n
Saga al\u00fe\u00fd\u00f0ufr\u00e6\u00f0slu \u00e1 \u00cdslandi, kemur \u00fat s\u00ed\u00f0la \u00e1rs 2008, ritstj\u00f3ri Loftur Guttormsson. \u00dea\u00f0 reyndist m\u00e9r \u00ed senn \u00e1hugavert og erfitt a\u00f0 skrifa um \u00edslenska s\u00f6gu grunnsk\u00f3lans (og a\u00f0 hluta til framhaldssk\u00f3la) seinni hluta 20. aldarinnar. \u00c1hugavert vegna \u00feess a\u00f0 h\u00fan var fj\u00f6l\u00fe\u00e6tt og gr\u00f3skumikil en afskaplega erfitt vegna \u00feess a\u00f0 yfirlit vanta\u00f0i yfir flesta \u00fe\u00e6tti hennar. En \u00e9g f\u00e9kk g\u00f3\u00f0an stu\u00f0ning samverkaf\u00f3lksins, \u00fe\u00f3 s\u00e9rstaklega \u00feeirra Helga Sk\u00fala og Lofts; Loftur reyndist m\u00e9r einstaklega lipur og hvetjandi ritstj\u00f3ri. \u00cd riti\u00f0 um al\u00fe\u00fd\u00f0ufr\u00e6\u00f0slu skrifa \u00e9g nokkra kafla, \u00feeir eru:<\/p>\n
Kafli 6.\u00a0Grunnsk\u00f3li ver\u00f0ur til
\nKafli 9.\u00a0Samr\u00e6mdur framhaldssk\u00f3li ver\u00f0ur til
\nKafli 10. Fj\u00f6ldi nemenda og fj\u00e1rmagn
\nKafli 12. \u00dej\u00f3nustustofnanir sk\u00f3lanna
\nKafli 14. Innlend stefnumi\u00f0 og al\u00fej\u00f3\u00f0leg vi\u00f0mi\u00f0
\nKafli 15. Sk\u00f3li fyrir alla<\/p>\n
<\/a><\/p>\n<\/a>Framhaldssk\u00f3li - almennt<\/h1>\nUmfj\u00f6llun minni um framhaldssk\u00f3lann hef \u00e9g vilja\u00f0 skipta \u00ed nokkra undirflokka. \u00cd fyrsta lagi hef \u00e9g rannsaka\u00f0 almenna \u00fer\u00f3un framhaldssk\u00f3lans \u00e1 20. \u00f6ldinni og velt fyrir m\u00e9r sennilegri \u00fer\u00f3un hans fram eftir 21. \u00f6ldinni, b\u00e6\u00f0i h\u00e9r \u00e1 landi en einnig \u00e1 hinum Nor\u00f0url\u00f6ndunum. \u00cd \u00f6\u00f0ru lagi hef \u00e9g gefi\u00f0 gaum a\u00f0 hugmyndum um breytingar \u00e1 framhaldssk\u00f3lanum og sko\u00f0a\u00f0 l\u00edklegar breytingar \u00e1 nemendafj\u00f6lda og innvi\u00f0um kerfisins, me\u00f0al annars \u00ed lj\u00f3si \u00feess sem gert er \u00e1 \u00f6\u00f0rum Nor\u00f0url\u00f6ndum. \u00cd \u00feri\u00f0ja lagi hef \u00e9g \u00e1samt Kristj\u00f6nu Stellu Bl\u00f6ndal rannsaka\u00f0 n\u00e1msferil nemenda \u00ed framhaldssk\u00f3la, me\u00f0al annars vi\u00f0horf nemenda til sk\u00f3lans og s\u00e9rstaklega sko\u00f0a\u00f0 brottfall \u00far fram-haldssk\u00f3la. \u00cd fj\u00f3r\u00f0a lagi hef \u00e9g sko\u00f0a\u00f0 st\u00f6\u00f0u starfsmenntunar \u00e1 framhaldssk\u00f3lastigi. \u00cd s\u00ed\u00f0asta lagi hef \u00e9g sko\u00f0a\u00f0 st\u00f6\u00f0u l\u00fd\u00f0h\u00e1sk\u00f3lanna \u00ed \u00edslenska framhaldssk\u00f3lakerfinu. Veigamesta verkefni\u00f0 sem \u00e9g vinn n\u00fa a\u00f0 erSkilvirkni framhaldssk\u00f3la<\/em> og l\u00fdkur gagnas\u00f6fnun n\u00fa \u00ed haust (2008), en raunar ver\u00f0ur g\u00f6ngum safna\u00f0 \u00e1fram \u00fev\u00ed a\u00f0 um er a\u00f0 r\u00e6\u00f0a langt\u00edmaranns\u00f3kn.<\/p>\nAlmenn \u00fer\u00f3un framhaldssk\u00f3lans <\/strong>
\nErindi:
\n2003.1 Hva\u00f0 segir n\u00e1msframvinda pilta og st\u00falkna \u00ed norr\u00e6num framhaldssk\u00f3lum okkur um sk\u00f3lana og sk\u00f3lakerfin? Erindi flutt \u00e1 r\u00e1\u00f0stefnu IV um ranns\u00f3knir \u00ed f\u00e9lagsv\u00edsindum. R\u00e1\u00f0stefna F\u00e9lagsv\u00edsindadeildar, Lagadeildar og Vi\u00f0skipta- og hagfr\u00e6\u00f0ideildar, 22. febr\u00faar 2003.
\n2003.2 [Me\u00f0 Steini J\u00f3hannssyni] Um \u00fer\u00f3un sk\u00f3lam\u00e1la \u00e1 \u00cdslandi \u00ed lj\u00f3si ytri a\u00f0st\u00e6\u00f0na \u00e1 \u00e1runum 1945-2000. Erindi flutt \u00e1 r\u00e1\u00f0stefnu IV um ranns\u00f3knir \u00ed f\u00e9lagsv\u00edsindum. R\u00e1\u00f0stefna F\u00e9lagsv\u00edsindadeildar, Lagadeildar og Vi\u00f0skipta- og hagfr\u00e6\u00f0ideildar, 22. febr\u00faar 2003.
\n<\/span>
\nSk\u00f3lasaga framhaldssk\u00f3la <\/strong><\/p>\nSamanbur\u00f0ur vi\u00f0 \u00f6nnur l\u00f6nd
\n<\/strong>H\u00e9r t\u00f3k \u00e9eg saman efni sem \u00e9g haf\u00f0i unni\u00f0 a\u00f0 lengi. \u00dear kemur sk\u00fdrt fram hve \u00fer\u00f3unin er reglubundin og svipu\u00f0 \u00e1 \u00f6llum Nor\u00f0url\u00f6ndunum, m.a. nota \u00e9g \u00feann kynjamun sem \u00fear kemur fram til \u00feess a\u00f0 draga mikilv\u00e6gar \u00e1lyktanir um \u00fer\u00f3un sk\u00f3lakerfa. \u00c9g lag\u00f0i mj\u00f6g mikla vinnu \u00ed \u00feess grein.
\nJ\u00f3n Torfi J\u00f3nasson. (2003). Does the state expand schooling? A a study based on five Nordic countries.<\/a> Comparative Education Review, 47<\/em>(2), 160-183.<\/p>\nSamanbur\u00f0ur \u00e1 sk\u00f3lakerfum Danmerkur, \u00cdslands og Sv\u00ed\u00fej\u00f3\u00f0ar \u00ed samstarfi vi\u00f0 Ranns\u00f3knarstofnun KH\u00cd vegna athugunar menntam\u00e1lar\u00e1\u00f0uneytisins \u00e1 m\u00f6gulegri styttingu grunn- og framhaldssk\u00f3lan\u00e1ms.
\nAllyson Macdonald, Andrea G. Dofrad\u00f3ttir, J\u00f3n Torfi J\u00f3nasson, Michael Dal, Ragna B. Gar\u00f0arsd\u00f3ttir og \u00deur\u00ed\u00f0ur J\u00f3hannsd\u00f3ttir (september 2002).Samanbur\u00f0ark\u00f6nnun \u00e1 sk\u00f3lakerfum \u00e1 \u00cdslandi, \u00ed Danm\u00f6rku og \u00ed Sv\u00ed\u00fej\u00f3\u00f0.<\/em> Unni\u00f0 fyrir Menntam\u00e1lar\u00e1\u00f0uneyti\u00f0, september 2002. Reykjav\u00edk: F\u00e9lagsv\u00edsindastofnun H\u00cd og Ranns\u00f3knarstofnun KH\u00cd. 148 bls. <\/span><\/p>\nMatsverkefni<\/strong> LearnCom, Gems (sj\u00e1 ValNet undir t\u00f6lvum\u00e1l)
\nLearnCom. A\u00f0ild (mat) \u00e1samt Andreu G. Dofrad\u00f3ttur og J\u00f3h\u00f6nnu Andr\u00e9sd\u00f3ttur a\u00f0 LearnCom, verkefni undir stj\u00f3rn Farsk\u00f3la Nor\u00f0urlands vestra - mi\u00f0st\u00f6\u00f0var s\u00edmenntar. Formleg l\u00fdsing. \u00cdslensk l\u00fdsing.
\nGems<\/p>\n<\/a><\/p>\n<\/a>Framhaldssk\u00f3li - framvinda, brotthvarf (\u00ed vinnslu)<\/h1>\nUm n\u00e1msframvindu og fr\u00e1hvarf \u00far sk\u00f3la (verkefni unni\u00f0 \u00ed samstarfi vi\u00f0 Kristj\u00f6nu Stellu Bl\u00f6ndal)<\/strong><\/p>\n
A\u00f0ild a\u00f0 ranns\u00f3knarvinnu nemenda. \u00c9g hef noti\u00f0 samstarfs vi\u00f0 marga mj\u00f6g \u00f6fluga nemendur og hef sannreynt \u00e1 \u00fev\u00ed samstarfi hve miklu munar a\u00f0 fylgjast me\u00f0 \u00ed ranns\u00f3knum \u00feegar ma\u00f0ur er \u00ed \u00fev\u00ed umhverfi. \u00c1ri\u00f0 2006 gaf \u00e9g \u00fat rit um s\u00f6gu og starfsemi leiksk\u00f3la, Fr\u00e1 g\u00e6slu til sk\u00f3la. Um \u00fer\u00f3un leiksk\u00f3la \u00e1 \u00cdslandi.<\/em> \u00cd \u00feessu riti leitast \u00e9g vi\u00f0 setja ramma um mikilv\u00e6g atri\u00f0i \u00ed sk\u00f3la\u00fer\u00f3un og nota leiksk\u00f3lann sem einkar \u00e1hugavert d\u00e6mi. Fr\u00edstundaheimili, er merkileg starfsemi, sem hefur einhvern veginn or\u00f0i\u00f0 \u00fatundan \u00ed umr\u00e6\u00f0u um sk\u00f3lastarf. \u00deau voru \u00ed upphafi tengd leiksk\u00f3lanum en eru n\u00fa mun frekar grunnsk\u00f3lanum, \u2013 og \u00fe\u00f3? Sj\u00e1 n\u00e1nar.<\/a><\/p>\n \u00c9g vinn n\u00fa a\u00f0 ritun s\u00f6gu al\u00fe\u00fd\u00f0ufr\u00e6\u00f0slu \u00e1 \u00cdslandi \u00e1samt h\u00f3pi fr\u00e6\u00f0imanna undir ritstj\u00f3rn Lofts Guttormssonar pr\u00f3fessors. Minn hlutur beinist einkum a\u00f0 t\u00edmabilinu 1967-2007. \u00c9g skrifa 6 kafla um \u00fea\u00f0 t\u00edmabil. R\u00e1\u00f0gert a\u00f0 gefa riti\u00f0 \u00fat \u00ed vetrarbyrjun 2008. Sj\u00e1 meira<\/a>.<\/p>\n Fyrstu verkefni m\u00edn \u00ed H\u00e1sk\u00f3la \u00cdslands voru a\u00f0 kenna n\u00e1mss\u00e1larfr\u00e6\u00f0i \u00ed kennslur\u00e9ttindan\u00e1mi H\u00cd og s\u00ed\u00f0an einnig \u00ed KH\u00cd. Flj\u00f3tlega vakna\u00f0i \u00e1hugi minn \u00e1 muninum \u00e1 b\u00f3kn\u00e1mi og verkn\u00e1mi og hann hefur vegi\u00f0 \u00feungt alla t\u00ed\u00f0 s\u00ed\u00f0an, fyrst fr\u00e1 sj\u00f3narh\u00f3li n\u00e1msins sj\u00e1lfs, en s\u00ed\u00f0an me\u00f0 hli\u00f0sj\u00f3n af kerfinu; hvernig b\u00f3kn\u00e1mi\u00f0 hefur teki\u00f0 v\u00f6ldin af verkn\u00e1minu. H\u00e9r geri \u00e9g grein fyrir \u00fev\u00ed sem \u00e9g hef skrifa\u00f0 um \u00feessa \u00fe\u00e6tti, en s\u00ed\u00f0an fjalla \u00e9g um ranns\u00f3knir \u00e1 n\u00e1msframvindu. M\u00e9r s\u00fdnist a\u00f0 \u00e9g hafi beint athygli minni meira a\u00f0 framhaldssk\u00f3lanum heldur en nokkru \u00f6\u00f0ru sk\u00f3lastigi, og um \u00fea\u00f0 hef \u00e9g b\u00e6\u00f0i skrifa\u00f0 talsvert og haldi\u00f0 erindi. Sj\u00e1 meira.<\/a><\/p>\n Sj\u00e1 l\u00fdsingu \u00e1 umfangsmiklu ranns\u00f3knarverkefni um skilvirkni \u00ed framhaldssk\u00f3la, sem \u00e9g vinn n\u00fa a\u00f0 \u00e1samt \u00f6\u00f0rum (8.7.2008). \u00a0Sj\u00e1 meira. Umfj\u00f6llun um starfsmenntun var \u00fea\u00f0 sem koma m\u00e9r \u00e1 spori\u00f0 vi\u00f0 athugun \u00e1 \u00fer\u00f3un menntunar. Starfsmenntun \u00ed \u00f6llum s\u00ednum myndum er a\u00f0 m\u00f6rgu leyti \u00e1hugaver\u00f0asti en um lei\u00f0 leyndard\u00f3msfyllsti \u00fe\u00e1ttur sk\u00f3lakerfisins. Sj\u00e1 meira<\/a>.<\/p>\n Ver\u00f0laun Starfsmenntar\u00e1\u00f0s 2001.<\/em> \u00c1 grundvelli ranns\u00f3kna minna og \u00fe\u00e1ttt\u00f6ku \u00ed umr\u00e6\u00f0u um starfsmenntun var m\u00e9r veitt vi\u00f0urkenning Starfsmenntar\u00e1\u00f0s \u00e1ri\u00f0 2001. M\u00e9r \u00fe\u00f3tti m\u00e9r mikill s\u00f3mi s\u00fdndur me\u00f0 \u00feeirri vi\u00f0urkenningu og er afar stoltur af henni. Sj\u00e1 n\u00e1nar.<\/a><\/p>\n Sta\u00f0a fullor\u00f0insfr\u00e6\u00f0slu og \u00fer\u00f3un hennar, samanbur\u00f0ur vi\u00f0 \u00f6nnur l\u00f6nd og um afst\u00f6\u00f0u f\u00f3lks til fullor\u00f0insfr\u00e6\u00f0slu. Sj\u00e1 n\u00e1nar.<\/a><\/p>\n Undanfari\u00f0 hefur veri\u00f0 l\u00edfleg umr\u00e6\u00f0aum h\u00e1sk\u00f3lam\u00e1l, en h\u00fan hefur \u00fe\u00f3 a\u00f0 m\u00ednu mati ekki veri\u00f0 n\u00e6gilega opin. \u00cd henni hef \u00e9g sett fram b\u00e6\u00f0i munnlega (sj\u00e1 vi\u00f0tal) og skriflega sj\u00f3narmi\u00f0 m\u00edn og m\u00e1 sj\u00e1 \u00feau undir kaflanum um h\u00e1sk\u00f3lastigi\u00f0. (22.8.2009). Sj\u00e1 meira<\/a>.<\/span><\/p>\n Undanfarin \u00e1r hef \u00e9g einnig rita\u00f0 talsvert um \u00fer\u00f3un h\u00e1sk\u00f3la b\u00e6\u00f0i \u00fer\u00f3unina h\u00e9r \u00e1 landi, en einnig \u00ed n\u00e1grannal\u00f6ndum okkar. \u00c9g hef bent \u00e1 \u00e1kve\u00f0in einkenni \u00fer\u00f3unar h\u00e1sk\u00f3la, og haldi\u00f0 fram vissri nau\u00f0hyggju \u00ed \u00fev\u00ed sambandi sem m\u00f6rgum er mj\u00f6g \u00ed n\u00f6p vi\u00f0, af \u00fdmsum \u00e1st\u00e6\u00f0um. \u00cd b\u00f3k um efni\u00f0 hef \u00e9g lagt \u00e1herslu \u00e1 a\u00f0 h\u00e1sk\u00f3laf\u00f3lk taki sj\u00e1lft frumkv\u00e6\u00f0i \u00ed umr\u00e6\u00f0u um m\u00e1lefni h\u00e1sk\u00f3lanna. H\u00e9r a\u00f0 ne\u00f0an \u00ed kaflanum um h\u00e1sk\u00f3lastigi\u00f0 er \u00edtarlegri umfj\u00f6llun um \u00feau atri\u00f0i sem \u00e9g tel skipta m\u00e1li. Sj\u00e1 meira.<\/a><\/p>\n<\/div>\n 14.07.2008<\/p>\n Undanfarin \u00e1r hef \u00e9g leitast vi\u00f0 a\u00f0 sko\u00f0a menntakerfi\u00f0 \u00ed heild sinni og einbl\u00edna ekki um of \u00e1 einstaka \u00fe\u00e6tti \u00feess. \u00dea\u00f0 m\u00e1 segja a\u00f0 \u00e9g spyrji spurninganna: Hvernig \u00fer\u00f3ast sk\u00f3lakerfi og hvers vegna \u00fer\u00f3ast \u00feau eins og \u00feau \u00feannig? en or\u00f0a \u00fe\u00e6r me\u00f0 \u00fdmsum h\u00e6tti eftir vi\u00f0fangsefninu hverju sinni. \u00de\u00f3tt \u00e9g einbeiti m\u00e9r a\u00f0 framhaldssk\u00f3la og h\u00e1sk\u00f3lastiginu \u00fe\u00e1 hef \u00e9g einnig gefi\u00f0 \u00fat rit um leiksk\u00f3lastigi\u00f0. <\/u>Almenningsfr\u00e6\u00f0slu ritinu skrifa \u00e9g einnig um grunnsk\u00f3la<\/u> og a\u00f0 hluta til um framhaldssk\u00f3la<\/u>. N\u00fa vinn \u00e9g einnig a\u00f0 k\u00f6flum um s\u00f6gu h\u00e1sk\u00f3lastigs<\/u> og fullor\u00f0insfr\u00e6\u00f0slu<\/u> auk almenns yfirlits<\/u>um \u00e1takaefnin (1.11.2009). \u00cd s\u00e9rst\u00f6kum kafla h\u00e9r \u00e1 s\u00ed\u00f0unni rek \u00e9g skrif m\u00edn um \u00fer\u00f3un framhaldssk\u00f3la og um h\u00e1sk\u00f3la<\/a>. \u00cd b\u00f3kinni fr\u00e1 G\u00e6slu til sk\u00f3la<\/em>(Sj\u00e1 Leiksk\u00f3la) geri \u00e9g grein fyrir mikilv\u00e6gum einkennum sk\u00f3la\u00fer\u00f3unar: st\u00f6\u00f0ugleika<\/u>, samfellu<\/u>, reglufestu<\/u>, b\u00f3kn\u00e1mshneig\u00f0<\/u> og kerfisreki<\/u>. \u00deessi einkenni eiga vi\u00f0 um \u00f6ll sk\u00f3lastig, en \u00e9g s\u00fdni hvernig \u00feau koma fram \u00ed \u00fer\u00f3un leiksk\u00f3lans og \u00ed \u00fer\u00f3un menntunar leiksk\u00f3lakennara.<\/p>\n J\u00f3n Torfi J\u00f3nasson (2006). Fr\u00e1 g\u00e6slu til sk\u00f3la. Um \u00fer\u00f3un leiksk\u00f3la \u00e1 \u00cdslandi<\/strong><\/span>.<\/em><\/strong> Reykjav\u00edk: Ranns\u00f3knarstofa um menntakerfi. F\u00e9lagsv\u00edsindastofnun H\u00e1sk\u00f3la \u00edslands.<\/p>\n \u00c9g geri grein fyrir st\u00f6\u00f0ugleika<\/u> (\u00fer\u00e1stefjum), sem v\u00edsar til \u00feess a\u00f0 veri\u00f0 s\u00e9 a\u00f0 gl\u00edma vi\u00f0 s\u00f6mu atri\u00f0in aftur og aftur, \u00ed grein \u00ed afm\u00e6lisriti Lofts Guttormssonar:<\/p>\n J\u00f3n Torfi J\u00f3nasson. (2008). <\/span>L\u00e6rt af s\u00f6gunni?<\/a><\/strong><\/span> \u00cd \u00d3l\u00f6f Gar\u00f0arsd\u00f3ttir, Helgi Sk\u00fali Kjartansson, Gu\u00f0mundur H\u00e1lfdanarson, D\u00f3ra S. Bjarnason og J\u00f3n Torfi J\u00f3nasson (Ritstj.), Menntaspor : rit til hei\u00f0urs Lofti Guttormssyni sj\u00f6tugum 5. apr\u00edl 2008<\/strong><\/em> (bls. 79-95). Reykjav\u00edk: S\u00f6guf\u00e9lag, 2008.<\/span><\/p>\n \u00c9g r\u00e6\u00f0i \u00feetta v\u00ed\u00f0a annars sta\u00f0ar, sj\u00e1 t.d. um h\u00e1sk\u00f3la<\/u>:<\/p>\n *<\/em>J\u00f3n Torfi J\u00f3nasson. (2006). Can credentialism help to predict the convergence of institutions and systems of higher education?<\/em> CHER 19th Annual Conference Systems Convergence and Institutional Diversity? Centre for Research on Higher Education and Work, University of Kassel, Germany. September 7th-9th 2006. Paper<\/a><\/strong><\/span><\/p>\n *J\u00f3n Torfi J\u00f3nasson. (2005). Allt \u00e1 eina b\u00f3kina l\u00e6rt? Um reglufestu og einsleitni \u00ed \u00fer\u00f3un h\u00e1sk\u00f3la.<\/a> Uppeldi og menntun, 14(1)<\/em>, bls. 133-140.<\/p>\n *J\u00f3n Torfi J\u00f3nasson. (2003). Does the state expand schooling? A a study based on five Nordic countries<\/a>.<\/a> Comparative Education Review, 47<\/em>(2), 160-183.<\/p>\n og \u00ed umr\u00e6\u00f0u um framhaldssk\u00f3la<\/u><\/p>\n *J\u00f3n Torfi J\u00f3nasson. (1998c). The Foes of Icelandic Vocational Education at the Upper Secondary Level. \u00cd Arild Tjeldvoll (ritstj.), Education and the Scandinavian Welfare State in the Year 2000 <\/em>(bls. 267-304). New York: Garland Publishing. (Sj\u00e1 greinasafn).<\/p>\n \u00a0\u00cd grein fr\u00e1 2002 r\u00e6\u00f0i \u00e9g me\u00f0 tilv\u00edsun \u00ed d\u00e6mi hve miklu getur skipt hvernig sta\u00f0an er metin \u00feegar vi\u00f0br\u00f6g\u00f0 stj\u00f3rnvalda e\u00f0a annarra eru \u00e1kve\u00f0in. \u00deetta mat r\u00e6\u00f0ur au\u00f0vita\u00f0 miklu um \u00fea\u00f0 hva\u00f0 gert er.<\/p>\n *J\u00f3n Torfi J\u00f3nasson. (2002). Policy and reality in educational development: an analysis based on examples from Iceland.<\/u> Journal of Education Policy<\/em>. 17, 6, 659-671.<\/p>\n Er h\u00e6gt a\u00f0 sp\u00e1 um framt\u00ed\u00f0ina? <\/strong> J\u00f3n Torfi J\u00f3nasson (1990). Menntun \u00e1 \u00cdslandi \u00ed 25 \u00e1r, 1985 - 2010.<\/em> Reykjav\u00edk: Framkv\u00e6mdanefnd um framt\u00ed\u00f0ark\u00f6nnun. [143 s\u00ed\u00f0ur.]<\/span><\/p>\n Erindi um framt\u00ed\u00f0ina. Segja m\u00e1 a\u00f0 langflest erinda minna fjalli um framt\u00ed\u00f0ina, en \u00e9g tilgreini \u00feau undir \u00fev\u00ed vi\u00f0fangsefni sem \u00feau eiga einkum vi\u00f0 um, nefni \u00fe\u00f3 h\u00e9r:<\/p>\n 2004.15 De nordiske s\u00e6rtrekk i globalt perspektiv? Tanker om uddannelse, udvikling, globalisering og flekisbilitet. R\u00e1\u00f0stefnan GLOBALT UTDANNINGSMARKED \u2013 NORDISK UTFORDRING. Nordisk Ministerr\u00e5ds temakonferanse om fleksibel l\u00e6ring. Hotel Loftlei\u00f0ir, Reykjav\u00edk, \u00cdsland 23. \u2013 24. september 2004.<\/span><\/p>\n 14.7.2008<\/p>\n Gildi hugmynda- sk\u00f3las\u00f6gunnar <\/strong> J\u00f3n Torfi J\u00f3nasson. (2008). L\u00e6rt af s\u00f6gunni?<\/span> \u00cd \u00d3l\u00f6f Gar\u00f0arsd\u00f3ttir, Helgi Sk\u00fali Kjartansson, Gu\u00f0mundur H\u00e1lfdanarson, D\u00f3ra S. Bjarnason og J\u00f3n Torfi J\u00f3nasson (Ritstj.), <\/span>Menntaspor : rit til hei\u00f0urs Lofti Guttormssyni sj\u00f6tugum 5. apr\u00edl 2008<\/em><\/span> (bls. 79-95). Reykjav\u00edk: S\u00f6guf\u00e9lag, 2008.<\/span><\/p>\n Nokkur erindi um efni\u00f0, en segja m\u00e1 um fj\u00f6lm\u00f6rg \u00f6nnur erindi a\u00f0 \u00e9g reyni almennt a\u00f0 setja hlutina \u00ed lj\u00f3sgeisla s\u00f6gunnar eftir \u00fev\u00ed sem m\u00e9r er unnt:<\/p>\n 2005.14\u00a0Hv\u00edt\u00e1rbakkask\u00f3linn og l\u00fd\u00f0h\u00e1sk\u00f3lahreyfingin. Erindi flutt \u00e1 100 \u00e1ra afm\u00e6li Hv\u00edt\u00e1rbakkask\u00f3la \u00e1 vegum Snorrastofu \u00ed Reykholti 22. okt\u00f3ber 2005. <\/p>\n Um s\u00edmenntun.<\/strong> \u00cd ritinu G\u00e1tt \u00e1rsriti Fr\u00e6\u00f0slumi\u00f0st\u00f6\u00f0var atvinnul\u00edfsins fj\u00f6llum vi\u00f0 Andrea Ger\u00f0ur a\u00f0eins um hugmyndir tengdar fullor\u00f0insfr\u00e6\u00f0slu, m.a. um e\u00f0li s\u00edmenntunar og r\u00f6k fyrir henni.<\/p>\n J\u00f3n Torfi J\u00f3nasson og Andrea Ger\u00f0ur Dofrad\u00f3ttir (2007). Er s\u00edmenntunar\u00fej\u00f3\u00f0f\u00e9lag \u00e1 \u00cdslandi?<\/a>\u00a0G\u00e1tt, 4<\/em>, bls. 17-22.<\/p>\n Sk\u00f3lap\u00f3lit\u00edk.<\/strong> \u00de\u00f3tt flest af \u00fev\u00ed sem \u00e9g hef skrifa\u00f0 tengist tilteknu sk\u00f3lastigi \u00fe\u00e1 n\u00e6r margt til fleiri en eins sk\u00f3lastigs. \u00cd grein fr\u00e1 2002 r\u00e6\u00f0i \u00e9g me\u00f0 tilv\u00edsun \u00ed d\u00e6mi hve miklu getur skipt hvernig sta\u00f0an er metin \u00feegar vi\u00f0br\u00f6g\u00f0 stj\u00f3rnvalda e\u00f0a annarra eru \u00e1kve\u00f0in. Mat stj\u00f3rnvalda og annarra \u00e1 st\u00f6\u00f0u m\u00e1la r\u00e6\u00f0ur au\u00f0vita\u00f0 miklu um \u00fea\u00f0 hva\u00f0 gert er.<\/p>\n J\u00f3n Torfi J\u00f3nasson. (2002b). Policy and reality in educational development: an analysis based on examples from Iceland<\/strong>. Journal of Education Policy. 17<\/em>(6), 659-671.<\/span><\/p>\n L\u00fd\u00f0h\u00e1sk\u00f3lahugmyndin. <\/strong>\u00cd kafla um l\u00fd\u00f0h\u00e1sk\u00f3la \u00e1 \u00cdslandi reyni \u00e9g einnig a\u00f0 varpa lj\u00f3si \u00e1 \u00fea\u00f0 hvernig hugmyndin um l\u00fd\u00f0h\u00e1sk\u00f3la tekur land h\u00e9r og n\u00e6r talsver\u00f0ri f\u00f3tfestu, sennilega mun meiri og v\u00ed\u00f0ar en almennt hefur veri\u00f0 tali\u00f0.<\/p>\n J\u00f3n Torfi J\u00f3nasson. (1999d). <\/span>L\u00fd\u00f0h\u00e1sk\u00f3lar \u00e1 \u00cdslandi \u00ed byrjun 20. aldar.<\/span> \u00cd Hrafnhildur Ragnarsd\u00f3ttir, Krist\u00edn Indri\u00f0ad\u00f3ttir og \u00d3lafur Propp\u00e9 (ritstj.),<\/span>Steinar \u00ed v\u00f6r\u00f0u, til hei\u00f0urs \u00deur\u00ed\u00f0i J. Kristj\u00e1nsd\u00f3ttur sj\u00f6tugri <\/span>(bls. 107-129). Reykjav\u00edk: Ranns\u00f3knarstofnun Kennarah\u00e1sk\u00f3la \u00cdslands.\u00a0<\/span><\/p>\n \u00dej\u00f3\u00f0s\u00f6gur um sk\u00f3lam\u00e1l.<\/strong> \u00cd eftirfarandi grein reyni \u00e9g a\u00f0 s\u00fdna fram \u00e1 a\u00f0 fj\u00f6lmargar vi\u00f0teknar hugmyndir um \u00fer\u00f3un sk\u00f3lastarfs standist ekki n\u00e1nari sko\u00f0un. \u00dearna r\u00e6\u00f0i \u00e9g sex sl\u00edkar hugmyndir og dreg \u00fe\u00e6r allar \u00ed efa.<\/p>\n J\u00f3n Torfi J\u00f3nasson. (1997b). \u00dej\u00f3\u00f0s\u00f6gur \u00far sk\u00f3lakerfinu.<\/strong> \u00cdslensk f\u00e9lagsrit, 7.-8.<\/em>, 41-69.<\/span><\/p>\n 14.7.2008<\/p>\n \u00c9g geri grein fyrir efninu \u00ed \u00feessum flokkum: mat \u00e1 t\u00f6luvnotkun \u00ed sk\u00f3lastarfi, fjarkennsla, t\u00f6lvur \u00ed sk\u00f3lastarfi+Logo, almennt um t\u00f6lvur \u00ed sk\u00f3lastarfi og s\u00ed\u00f0ast hugmyndir um t\u00f6lvuvit. Fyrst r\u00e6\u00f0i \u00e9g svonefnt ValNet verkefni sem \u00e9g vann me\u00f0 Andreu Ger\u00f0i og mat \u00e1 \u00fer\u00f3unarsk\u00f3lum \u00ed t\u00f6lvu- og uppl\u00fdsingat\u00e6kni.<\/p>\n Valnet verkefni\u00f0<\/strong>. \u00deetta er eitt \u00e1hugaver\u00f0asta matsverkefni sem \u00e9g hef unni\u00f0. \u00dea\u00f0 var annars vegar a\u00f0 \u00feakka \u00e1hugver\u00f0ri hugmynd, en einnig s\u00e9rlega g\u00f3\u00f0u samstarfi vi\u00f0 \u00fe\u00e6r Andreu Ger\u00f0i samstarfskonu m\u00edna \u00e1 F\u00e9lagsv\u00edsindastofnun og vi\u00f0 H\u00f6rpu Hreinsd\u00f3ttur sem st\u00fdr\u00f0i \u00fer\u00f3unarfasanum sem var til mats, af s\u00e9rstakri fagmennsku. Vi\u00f0 l\u00f6g\u00f0um til grundvallar \u00ed matinu svonefndan POETiC ramma sem reyndist afar gagnlegur vi\u00f0 mat \u00e1 \u00fer\u00f3unarstarfi. (Sj\u00e1 n\u00fa SIPTEC rammann, sem kemur eiginlega \u00ed sta\u00f0inn).<\/p>\n Cathy Lewin, Fernand Mesdom, J\u00f3n Torfi J\u00f3nasson, Andrea Ger\u0111ur Dofrad\u00f3ttir, Candido de Freitas, Donatella Nucci, Andrew Moore, Peter Scrimshaw, David Wood, Harpa Hreinsd\u00f3ttir, Roger Blamire, Anne Gilleran (2004). ValNet Consolidated Report.<\/em> <\/span>Brusseles: EUN. \u00der\u00f3unarsk\u00f3laverkefni.<\/strong> Mat \u00e1 notkun t\u00f6lvu- og uppl\u00fdsingat\u00e6kni \u00ed sex sk\u00f3lum. Mj\u00f6g margt \u00e1hugavert var unni\u00f0 \u00ed \u00feessum sk\u00f3lum, en \u00e1 hinn b\u00f3ginn kom \u00ed lj\u00f3s a\u00f0 \u00fdmsir h\u00f6f\u00f0u gert s\u00e9r heldur h\u00e1ar vonir um m\u00e1tt t\u00f6lvut\u00e6kninnar, sem minnti mig \u00e1 m\u00ednar eigin hugmyndir tuttugu \u00e1rum fyrr.<\/p>\n J\u00f3n Torfi J\u00f3nasson, Andrea G. Dofrad\u00f3ttir og Kristjana Stella Bl\u00f6ndal. (J\u00fan\u00ed 2002). Hva\u00f0a l\u00e6rd\u00f3m m\u00e1 draga af \u00fer\u00f3unarsk\u00f3laverkefninu \u00ed uppl\u00fdsingat\u00e6kni. Mat \u00e1 framkv\u00e6md og \u00e1vinningi verkefnisins. <\/a>(Unni\u00f0 fyrir menntam\u00e1lar\u00e1\u00f0uneyti\u00f0). Reykjav\u00edk: F\u00e9lagsv\u00edsindastofnun. [59 bls.]<\/span><\/p>\n Fjarkennsla.<\/span> Hva\u00f0 fjarkennsluna var\u00f0ar \u00fe\u00e1 taldi \u00e9g (og tel enn) a\u00f0 h\u00fan v\u00e6ri mikilv\u00e6g vi\u00f0b\u00f3t vi\u00f0 hef\u00f0bundi\u00f0 sk\u00f3lastarf og g\u00e6ti raunar or\u00f0i\u00f0 til \u00feess a\u00f0 breyta \u00fev\u00ed. Fyrir m\u00e9r var uppbygging fjarkennslu me\u00f0 hj\u00e1lp t\u00f6lvu m\u00e9r n\u00e6stum hugsj\u00f3n og taldi \u00fear liggja feikilega vann\u00fdtta m\u00f6guleika. \u00c1rin 1986-1987 var \u00e9g ritari Fjarkennslunefndar menntam\u00e1lar\u00e1\u00f0uneytisins og 1987-1989 forma\u00f0ur Framkv\u00e6mdanefndar menntam\u00e1lar\u00e1\u00f0uneytisins um fjarkennslu, sem m.a. st\u00f3\u00f0 fyrir Fr\u00e6\u00f0sluvarpi, sem s\u00e1 um kennslu \u00ed sj\u00f3nvarpi.<\/p>\n \u00deur\u00ed\u00f0ur J\u00f3hanssd\u00f3ttir skrifar n\u00fa doktorsritger\u00f0 um notkun fjarkennslu \u00ed kennaran\u00e1mi undir minni leis\u00f0\u00f6gn.<\/p>\n Fyrir utan sk\u00fdrslur um efni\u00f0, \u00fe\u00e1 nefni \u00e9g h\u00e9r:<\/p>\n Greinar: Erindi: T\u00f6lvur \u00ed sk\u00f3lastarfi. Logo.<\/strong> \u00cd doktorsn\u00e1mi m\u00ednu \u00e1 \u00e1ttunda \u00e1ratug s\u00ed\u00f0ustu aldar nota\u00f0i \u00e9g t\u00f6lvur miki\u00f0, l\u00e6r\u00f0i \u00fdmis forritunarm\u00e1l og s\u00e1 hve margt v\u00e6ri h\u00e6gt a\u00f0 l\u00e1ta \u00fe\u00e6r gera margt hef\u00f0i ma\u00f0ur til \u00feess \u00feekkingu. \u00c1 \u00feeim t\u00edma voru upp margv\u00edslegar bjarts\u00fdnishugmyndir um n\u00fdtingu t\u00f6lva \u00ed \u00fe\u00e1gu menntunar. \u00c9g skrifa\u00f0i um \u00feetta almennt, kenndi um \u00feetta efni, en var\u00f0 s\u00e9rstaklega hugfanginn af forritunarm\u00e1linu Logo. \u00dea\u00f0 var hugsa\u00f0 fyrir b\u00f6rn og unglinga, en var \u00ed raun afar \u00fer\u00f3a\u00f0 og \u00f6flugt forritunarm\u00e1l (sj\u00e1 t.d. NetLogo<\/a> sem n\u00fa er \u00ed \u00fer\u00f3un). Fj\u00f6lmargir \u00edslenskir kennarar s\u00fdndu \u00feessu \u00e1huga, en \u00e9g vann mest me\u00f0 Ragnhei\u00f0i Benediktsson, sem lengi kenndi \u00ed Melask\u00f3la. \u00c9g skrifa\u00f0i tv\u00e6r \u00fatg\u00e1fur b\u00f3kar um Logo, en umbreytingin var svo miki\u00f0 a\u00f0 \u00e9g \u00e1kva\u00f0 a\u00f0 \u00ed raun v\u00e6ri um n\u00fdja b\u00f3k a\u00f0 r\u00e6\u00f0a \u00feegar \u00e9g skrifa\u00f0i seinni \u00fatg\u00e1funa.<\/p>\n J\u00f3n Torfi J\u00f3nasson. (1987a). Forritun me\u00f0 LOGO. Reykjav\u00edk: Svart \u00e1 hv\u00edtu. [176 s\u00ed\u00f0ur] Almennt um t\u00f6lvunotkun \u00ed sk\u00f3lastarfi.<\/strong> H\u00e9r er um a\u00f0 r\u00e6\u00f0a almenna umr\u00e6\u00f0u um hugmyndir. J\u00f3n Torfi J\u00f3nasson. (1986, 10. og 11. j\u00fal\u00ed). T\u00f6lvur \u00ed sk\u00f3lastarfi. Morgunbla\u00f0i\u00f0. Sj\u00e1 einnig kafla um \u00feetta efni \u00ed J\u00f3n Torfi J\u00f3nasson. (1990). Menntun \u00e1 \u00cdslandi \u00ed 25 \u00e1r, 1985 - 2010. Reykjav\u00edk: Framkv\u00e6mdanefnd um framt\u00ed\u00f0ark\u00f6nnun. [143 s\u00ed\u00f0ur].<\/p>\n Erindi Um \u00feetta efni h\u00e9lt \u00e9g \u00e1\u00f0ur fyrr \u00f3grynni erinda, en h\u00e9lt yfirliti yfir \u00feau ekki saman.<\/p>\n Hugmyndin um t\u00f6lvuvit<\/strong>, e\u00f0a gervigreind heilla\u00f0i mig lengi og fjalla\u00f0i \u00e9g alltaf e-\u00f0 um \u00fea\u00f0 efni \u00ed n\u00e1mskei\u00f0i sem \u00e9g kenndi \u00ed hugfr\u00e6\u00f0i fyrir s\u00e1lfr\u00e6\u00f0inema. \u00dear fjalla\u00f0i \u00e9g fyrst um \u00fdmis reglukerfi, en s\u00ed\u00f0ar meira um\u00a0netkerfi (neural nets), netn\u00e1m og t\u00f6lvuvit sem \u00e9g skrifa\u00f0i um \u00ed tengslum vi\u00f0 umfj\u00f6llum um gervigreind. \u00deetta tengist me\u00f0 \u00f3beinum h\u00e6tti hugmyndum um \"brain-based\" learning, sem voru mj\u00f6g \u00ed t\u00edsku \u00e1 \u00e1ttunda \u00e1ratug 20. aldar og hafa s\u00ed\u00f0an veri\u00f0 a\u00f0 komast aftur \u00ed t\u00edsku n\u00fa \u00ed byrjun 21. aldar. 10.7.2008<\/p>\n Kolbr\u00fan \u00deorbj\u00f6rg P\u00e1lsd\u00f3ttir vinnur a\u00f0 doktorsritger\u00f0 um \u00fer\u00f3un fr\u00edstundaheimila \u00e1 \u00cdslandi me\u00f0 minni lei\u00f0s\u00f6gn.<\/p>\n \u00cd ritinu Fr\u00e1 g\u00e6slu til sk\u00f3la<\/em> geri \u00e9g grein fyrir \u00fer\u00f3un leiksk\u00f3la \u00e1 \u00cdslandi, m.a. me\u00f0 tilv\u00edsun \u00ed hugt\u00f6kin samfella, st\u00f6\u00f0ugleiki, reglu-festa, b\u00f3kn\u00e1msrek og kerfisrek. \u00der\u00f3un leiksk\u00f3lans sj\u00e1lfs og s\u00ed\u00f0an einnig menntunar leiksk\u00f3lakennara eru r\u00e6dd \u00ed lj\u00f3si \u00feessara hugtaka. Erindi: <\/p>\n 10.7.2008<\/p>\n Saga al\u00fe\u00fd\u00f0ufr\u00e6\u00f0slu \u00e1 \u00cdslandi, kemur \u00fat s\u00ed\u00f0la \u00e1rs 2008, ritstj\u00f3ri Loftur Guttormsson. \u00dea\u00f0 reyndist m\u00e9r \u00ed senn \u00e1hugavert og erfitt a\u00f0 skrifa um \u00edslenska s\u00f6gu grunnsk\u00f3lans (og a\u00f0 hluta til framhaldssk\u00f3la) seinni hluta 20. aldarinnar. \u00c1hugavert vegna \u00feess a\u00f0 h\u00fan var fj\u00f6l\u00fe\u00e6tt og gr\u00f3skumikil en afskaplega erfitt vegna \u00feess a\u00f0 yfirlit vanta\u00f0i yfir flesta \u00fe\u00e6tti hennar. En \u00e9g f\u00e9kk g\u00f3\u00f0an stu\u00f0ning samverkaf\u00f3lksins, \u00fe\u00f3 s\u00e9rstaklega \u00feeirra Helga Sk\u00fala og Lofts; Loftur reyndist m\u00e9r einstaklega lipur og hvetjandi ritstj\u00f3ri. \u00cd riti\u00f0 um al\u00fe\u00fd\u00f0ufr\u00e6\u00f0slu skrifa \u00e9g nokkra kafla, \u00feeir eru:<\/p>\n Kafli 6.\u00a0Grunnsk\u00f3li ver\u00f0ur til Umfj\u00f6llun minni um framhaldssk\u00f3lann hef \u00e9g vilja\u00f0 skipta \u00ed nokkra undirflokka. \u00cd fyrsta lagi hef \u00e9g rannsaka\u00f0 almenna \u00fer\u00f3un framhaldssk\u00f3lans \u00e1 20. \u00f6ldinni og velt fyrir m\u00e9r sennilegri \u00fer\u00f3un hans fram eftir 21. \u00f6ldinni, b\u00e6\u00f0i h\u00e9r \u00e1 landi en einnig \u00e1 hinum Nor\u00f0url\u00f6ndunum. \u00cd \u00f6\u00f0ru lagi hef \u00e9g gefi\u00f0 gaum a\u00f0 hugmyndum um breytingar \u00e1 framhaldssk\u00f3lanum og sko\u00f0a\u00f0 l\u00edklegar breytingar \u00e1 nemendafj\u00f6lda og innvi\u00f0um kerfisins, me\u00f0al annars \u00ed lj\u00f3si \u00feess sem gert er \u00e1 \u00f6\u00f0rum Nor\u00f0url\u00f6ndum. \u00cd \u00feri\u00f0ja lagi hef \u00e9g \u00e1samt Kristj\u00f6nu Stellu Bl\u00f6ndal rannsaka\u00f0 n\u00e1msferil nemenda \u00ed framhaldssk\u00f3la, me\u00f0al annars vi\u00f0horf nemenda til sk\u00f3lans og s\u00e9rstaklega sko\u00f0a\u00f0 brottfall \u00far fram-haldssk\u00f3la. \u00cd fj\u00f3r\u00f0a lagi hef \u00e9g sko\u00f0a\u00f0 st\u00f6\u00f0u starfsmenntunar \u00e1 framhaldssk\u00f3lastigi. \u00cd s\u00ed\u00f0asta lagi hef \u00e9g sko\u00f0a\u00f0 st\u00f6\u00f0u l\u00fd\u00f0h\u00e1sk\u00f3lanna \u00ed \u00edslenska framhaldssk\u00f3lakerfinu. Veigamesta verkefni\u00f0 sem \u00e9g vinn n\u00fa a\u00f0 erSkilvirkni framhaldssk\u00f3la<\/em> og l\u00fdkur gagnas\u00f6fnun n\u00fa \u00ed haust (2008), en raunar ver\u00f0ur g\u00f6ngum safna\u00f0 \u00e1fram \u00fev\u00ed a\u00f0 um er a\u00f0 r\u00e6\u00f0a langt\u00edmaranns\u00f3kn.<\/p>\n Almenn \u00fer\u00f3un framhaldssk\u00f3lans <\/strong> Samanbur\u00f0ur vi\u00f0 \u00f6nnur l\u00f6nd Samanbur\u00f0ur \u00e1 sk\u00f3lakerfum Danmerkur, \u00cdslands og Sv\u00ed\u00fej\u00f3\u00f0ar \u00ed samstarfi vi\u00f0 Ranns\u00f3knarstofnun KH\u00cd vegna athugunar menntam\u00e1lar\u00e1\u00f0uneytisins \u00e1 m\u00f6gulegri styttingu grunn- og framhaldssk\u00f3lan\u00e1ms. Matsverkefni<\/strong> LearnCom, Gems (sj\u00e1 ValNet undir t\u00f6lvum\u00e1l) Um n\u00e1msframvindu og fr\u00e1hvarf \u00far sk\u00f3la (verkefni unni\u00f0 \u00ed samstarfi vi\u00f0 Kristj\u00f6nu Stellu Bl\u00f6ndal)<\/strong><\/p>\n
\nSj\u00e1 meistaraverkefni, sum \u00ed heild sinni.<\/a><\/p>\n<\/div>\nLeiksk\u00f3li - fr\u00edstundaheimili<\/a><\/h1>\n
Grunnsk\u00f3li \u2013 Saga al\u00fe\u00fd\u00f0ufr\u00e6\u00f0slu \u00e1 \u00cdslandi<\/a><\/h1>\n
Framhaldssk\u00f3li -almennt<\/a><\/h1>\n
Framhaldssk\u00f3li - framvinda, brotthvarf<\/a><\/h1>\n
\nErlent samstarf: DropIn<\/a>
\nErlent samstarf: International Research Network on Youth Education and Training
\nErlent samstarf: Gems.
\nSj\u00e1 meira.<\/a><\/p>\nStarfsmenntun<\/a><\/h1>\n
Fullor\u00f0insfr\u00e6\u00f0sla og endurmenntun<\/a><\/h1>\n
H\u00e1sk\u00f3lastigi\u00f0<\/a><\/h1>\n
Sk\u00f3la\u00fer\u00f3un<\/h1>\n
\n\u00c1ri\u00f0 1990 gaf \u00e9g \u00fat sp\u00e1 um framt\u00ed\u00f0 \u00edslenska menntakerfisins og \u00fear er \u00edgrundu\u00f0 \u00e1lyktun um hver sennileg \u00fer\u00f3un yr\u00f0i. \u00cd flestum atri\u00f0um vir\u00f0ist s\u00fa sp\u00e1 hafa sta\u00f0ist b\u00fdsna vel.\u00a0A\u00f0 \u00fdmsu leyti var um frumranns\u00f3kn a\u00f0 r\u00e6\u00f0a og mikil vinna l\u00e1 \u00ed \u00f6flun gagna, samantekt \u00feeirra og \u00farvinnslu. \u00dear fjalla \u00e9g um \u00f6ll stig \u00edslenska menntakerfisins, geri grein fyrir \u00fer\u00f3un hvers og eins og r\u00f6ksty\u00f0 hvers konar breytingum s\u00e9 rauns\u00e6tt a\u00f0 b\u00faast vi\u00f0. \u00dea\u00f0 sem \u00e9g setti \u00fearna fram hefur haft t\u00f6luver\u00f0 \u00e1hrif \u00e1 faglega umr\u00e6\u00f0u um fj\u00f6lm\u00f6rg m\u00e1lefni, svo sem um einsetinn sk\u00f3la, framhaldssk\u00f3lastigi\u00f0, \u00fer\u00f3un h\u00e1sk\u00f3lastigsins, um endurmenntun og fullor\u00f0insfr\u00e6\u00f0slu.<\/p>\n<\/a><\/p>\n<\/a>Hugmyndir og hugmyndasaga<\/h1>\n
\nRitger\u00f0 um \u00feetta efni \u00ed afm\u00e6lisriti Lofts Guttormssonar er \u00ed \u00feremur hlutum. Fyrsti hlutinn fjallar um hugmyndina um kennslu me\u00f0 samtali, \u00fear sem kennari r\u00e6\u00f0ir vi\u00f0 nemanda til \u00feessa \u00f0 tryggja a\u00f0 hann \u00f6\u00f0list skilning \u00e1 vi\u00f0fangsefni s\u00ednu; annar hlutinn um breytingar \u00e1 sk\u00f3lastarfi almennt og hvernig \u00feeim farnast og \u00ed \u00feri\u00f0ja lagi rek \u00e9g breytingar \u00e1 umfangi sk\u00f3lastarfs og \u00fe\u00e1 reglufestu sem \u00fear r\u00edkir. Meginni\u00f0ursta\u00f0an er s\u00fa a\u00f0 sk\u00f3lasagan geti veri\u00f0 afskaplega gagnleg og margt megi af henni l\u00e6ra um \u00f6ll \u00feessi atri\u00f0i. Samt s\u00fdnist m\u00e9r a\u00f0 f\u00f3lk s\u00e9 alls ekki rei\u00f0ub\u00fai\u00f0 til \u00feess og gengur til verka \u00ed n\u00fdbreytnistarfi eins og \u00fea\u00f0 hafi ekki veri\u00f0 reynt fyrr. Umr\u00e6\u00f0an er ekkert s\u00e9rstaklega mi\u00f0u\u00f0 vi\u00f0 \u00fea\u00f0 sem hefur gerst h\u00e9r \u00e1 landi, en sennilega m\u00e1 heimf\u00e6ra e-\u00f0 af \u00fev\u00ed sem \u00e9g r\u00e6\u00f0i \u00e1 sk\u00f3lastarf h\u00e9r.<\/p>\n
\n2003.9 Hvers vegna er erfitt a\u00f0 l\u00e6ra af sk\u00f3las\u00f6gunni? Erindi flutt \u00e1 r\u00e1\u00f0stefnu FUM (f\u00e9lags um menntaranns\u00f3knir) \u00ed KH\u00cd Reykjav\u00edk, 22. n\u00f3vember 2003
\n2001.8 Geta sk\u00f3lar l\u00e6rt af sk\u00f3las\u00f6gunni? Erindi flutt \u00e1 m\u00e1l\u00feingi Ranns\u00f3knarstofnunar KH\u00cd, 19. september 2001.
\n2000.1 Framt\u00ed\u00f0 h\u00e1sk\u00f3la \u00e1 \u00cdslandi \u00ed lj\u00f3si s\u00f6gunnar.<\/a> Erindi flutt \u00e1 m\u00e1l\u00feingi menntam\u00e1lar\u00e1\u00f0uneytisins um h\u00e1sk\u00f3lastigi\u00f0 \u00ed Reykjav\u00edk, 19. febr\u00faar 2000.
\n1998.9 Getum vi\u00f0 l\u00e6rt af s\u00f6gunni? Erindi flutt \u00e1 fundi sk\u00f3lastj\u00f3ra \u00ed Reykjav\u00edk \u00e1 vegum Fr\u00e6\u00f0sluskrifstofu Reykjav\u00edkur, 11. desember 1998.
\n1998.2 \u201eN\u00fa hefur t\u00edminn svo a\u00f0 segja \u00e1 svipstundu umsteypt n\u00e1lega \u00f6llu.\u201c Erindi \u00ed S\u00f6guveislu \u00ed Kennarah\u00e1sk\u00f3la \u00cdslands til hei\u00f0urs Lofti Guttormssyni pr\u00f3fessor sextugum. 3. apr\u00edl 1998.
\n1997.4 Uppruni n\u00fat\u00edma menntakerfis \u00e1 \u00cdslandi. Erindi flutt \u00e1 \u00cdslenska s\u00f6gu\u00feinginu, \u00ed Reykjav\u00edk 30. ma\u00ed 1997.
\n1995.1 Hugmyndir [Bj\u00f6rns Halld\u00f3rssonar] um uppeldi og menntun. M\u00e1l\u00feing um s\u00e9ra Bj\u00f6rn Halld\u00f3rsson \u00ed Sau\u00f0lauksdal, 29. apr\u00edl 1995.<\/p>\n<\/a><\/p>\n<\/a>Fjarkennsla, t\u00f6lvunotkun \u00ed sk\u00f3lastarfi og t\u00f6lvuvit (gervigreind)<\/h1>\n
\nJ\u00f3n Torfi J\u00f3nasson and Andrea Ger\u00f0ur Dofrad\u00f3ttir. (May 2004). A European Schoolnet project. ValNet. Validation of the ITALES project.<\/a> May 2004. Centre for the Development of Education. Social Science Research Institute. University of Iceland.<\/span><\/p>\n
\nJ\u00f3n Torfi J\u00f3nasson. (1990a). Fjarkennsla. \u00cd Uppl\u00fdsingar eru au\u00f0lind: greinar um uppl\u00fdsingastarfsemi \u00ed \u00fe\u00e1gu v\u00edsinda og mennta (bls. 281-289). Reykjav\u00edk: Samstarfsnefnd um uppl\u00fdsingam\u00e1l.\u00a0 (Sj\u00e1 yfirlit yfir greinasafn.<\/a>)
\nJ\u00f3n Torfi J\u00f3nasson. (1990c). N\u00e1m og aldur. \u00cd Fjarkennsla og fjarkennslua\u00f0fer\u00f0ir (bls. 29-37). Reykjav\u00edk: Framkv\u00e6mdanefnd um fjarkennslu. Menntam\u00e1lar\u00e1\u00f0uneyti\u00f0.
\nJ\u00f3n Torfi J\u00f3nasson. (1990d). Nokkrir punktar um Open University \u00ed Bretlandi og Open Universit\u00e4t \u00ed Hollandi. \u00cd Fjarkennsla og fjarkennslua\u00f0fer\u00f0ir (bls. 22-27). Reykjav\u00edk: Framkv\u00e6mdanefnd um fjarkennslu. Menntam\u00e1lar\u00e1\u00f0uneyti\u00f0.<\/span><\/p>\n
\n1986.1. Fjarkennsla. Erindi flutt \u00e1 fundi BHM um fjarkennslu. Febr\u00faar 1986.<\/span><\/p>\n
\nJ\u00f3n Torfi J\u00f3nasson. (1983). LOGO: kennslub\u00f3k \u00ed forritun handa kennurum og framhaldssk\u00f3lanemum. Reykjav\u00edk: Svart \u00e1 hv\u00edtu. [130 s\u00ed\u00f0ur.]<\/span><\/p>\n
\nH\u00f6r\u00f0ur L\u00e1russon, J\u00f3n Torfi J\u00f3nasson, Ragnhei\u00f0ur Benediktsson og Yngvi P\u00e9tursson. (1986). Fr\u00e1s\u00f6gn fr\u00e1 f\u00f6r til Bandar\u00edkjanna \u00ed n\u00f3vember 1986. [30 s\u00ed\u00f0ur.]<\/span><\/p>\n
\nJ\u00f3n Torfi J\u00f3nasson. (1984). T\u00f6lvur \u00ed sk\u00f3lastarfi. Uppeldi [Bla\u00f0 uppeldisfr\u00e6\u00f0inema vi\u00f0 H\u00e1sk\u00f3la \u00cdslands], bls. 8-13.<\/span><\/p>\n
\n2004.3 Einstaklingsmi\u00f0u\u00f0 kennsla \u00ed fj\u00f6lmennum n\u00e1mskei\u00f0um. Erindi flutt \u00e1 UT-r\u00e1\u00f0stefnu menntam\u00e1lar\u00e1\u00f0uneytisins, 6. mars 2004 \u00ed Fj\u00f6lbrautask\u00f3lanum \u00ed Gar\u00f0ab\u00e6. Me\u00f0h\u00f6fundar Andrea Ger\u00f0ur Dofrad\u00f3ttir og Stein\u00fe\u00f3r \u00de\u00f3r\u00f0arson.
\n1993.7. Menntun og mi\u00f0lar. Erindi flutt \u00e1 r\u00e1\u00f0stefnu um t\u00e6kni \u00ed n\u00fat\u00edma \u00fej\u00f3\u00f0f\u00e9lagi, 16. okt\u00f3ber 1993.<\/span><\/p>\n
\nJ\u00f3n Torfi J\u00f3nasson. (1992c). Hugur og heili. \u00cd Einar Logi Vignisson og \u00d3lafur P\u00e1ll J\u00f3nsson (ritstj.), Af l\u00edkama og s\u00e1l. Sex erindi um manninn og mannshugann (bls. 28-55). Reykjav\u00edk.
\nJ\u00f3n Torfi J\u00f3nasson. (1985). Er vit \u00ed t\u00f6lvuviti? St\u00fadentabla\u00f0i\u00f0, 61(4), 13-16.<\/span><\/p>\n<\/a><\/p>\n<\/a>Leiksk\u00f3li\u00a0\u2013 fr\u00edstundaheimili<\/h1>\n
\nJ\u00f3n Torfi J\u00f3nasson. (2006). Fr\u00e1 g\u00e6slu til sk\u00f3la. Um \u00fer\u00f3un leiksk\u00f3la \u00e1 \u00cdslandi.<\/em> Reykjav\u00edk: Ranns\u00f3knarstofa um menntakerfi. F\u00e9lagsv\u00edsindastofnun H\u00e1sk\u00f3la \u00cdslands.<\/span><\/p>\n<\/span><\/p>\n
\n2008.2\u00a0Hvert er hlutverk leiksk\u00f3lans? Um formlegt, faglegt og raunverulegt hlutverk leiksk\u00f3la. Umr\u00e6\u00f0ufundur stj\u00f3rnenda leiksk\u00f3la, Hamraborg, K\u00f3pavogi, 27. mars 2008.
\n<\/span>2007.2\u00a0Hvernig \u00fer\u00f3ast leiksk\u00f3linn? Gengi\u00f0 inn \u00ed 21. \u00f6ldina. M\u00e1l\u00feing leiksk\u00f3lastj\u00f3ra \u00ed Reykjav\u00edk, 13. mars 2007
\n<\/span>2006.11\u00a0Eitt sk\u00f3lastig e\u00f0a fimm? \u00c1 hva\u00f0a siglingu er sk\u00f3lakerfi\u00f0 og hva\u00f0 r\u00e6\u00f0ur f\u00f6r?\u00a0Erindi flutt \u00e1 r\u00e1\u00f0stefnunni: \u00dea\u00f0 er leikur a\u00f0 l\u00e6ra. Samr\u00e6\u00f0a allra sk\u00f3lastiga, \u00e1 Akureyri, 29.\u201330. september 2006.
\n<\/span>2006.4\u00a0B\u00f6rn og leiksk\u00f3lar \u00ed \u00fdmsum l\u00f6ndum. Erindi flutt \u00e1 r\u00e1\u00f0stefnu um st\u00f6\u00f0u barna \u00ed \u00edslensku \u00fej\u00f3\u00f0f\u00e9lagi 3. mars 2006. Hve gl\u00f6\u00f0 er vor \u00e6ska?
\n<\/span>2006.3\u00a0Um fj\u00f6lbreytni \u00ed sk\u00f3lastarfi. Erindi flutt \u00e1 m\u00e1l\u00feingi sj\u00e1lfst\u00e6\u00f0ra sk\u00f3la 28. jan\u00faar 2006. Fj\u00f6lbreyttir sk\u00f3lar \u2013 fleiri m\u00f6guleikar.
\n<\/span>2004.18 Breytt vi\u00f0horf og breyttir t\u00edmar: \u00c1hrif \u00e1 umgj\u00f6r\u00f0, vi\u00f0gangsefni, st\u00f6\u00f0u og \u00edmynd leiksk\u00f3lans og leiksk\u00f3lakennara. \u00c1rsfundur F\u00e9lags leiksk\u00f3lakennara Grand Hotel, 5. n\u00f3vember 2004.
\n<\/span>1994.3. Ranns\u00f3knir sem grundv\u00f6llur a\u00f0 v\u00f6ndu\u00f0um vinnubr\u00f6g\u00f0um \u00ed leiksk\u00f3lum. Erindi flutt \u00e1 r\u00e1\u00f0stefnu F\u00f3struf\u00e9lags \u00cdslands, \u201eG\u00e6\u00f0i - nema hva\u00f0\u201c sem haldin var \u00ed mars 1994.<\/span><\/p>\n<\/a>Grunnsk\u00f3li<\/h1>\n
\nKafli 9.\u00a0Samr\u00e6mdur framhaldssk\u00f3li ver\u00f0ur til
\nKafli 10. Fj\u00f6ldi nemenda og fj\u00e1rmagn
\nKafli 12. \u00dej\u00f3nustustofnanir sk\u00f3lanna
\nKafli 14. Innlend stefnumi\u00f0 og al\u00fej\u00f3\u00f0leg vi\u00f0mi\u00f0
\nKafli 15. Sk\u00f3li fyrir alla<\/p>\n<\/a><\/p>\n<\/a>Framhaldssk\u00f3li - almennt<\/h1>\n
\nErindi:
\n2003.1 Hva\u00f0 segir n\u00e1msframvinda pilta og st\u00falkna \u00ed norr\u00e6num framhaldssk\u00f3lum okkur um sk\u00f3lana og sk\u00f3lakerfin? Erindi flutt \u00e1 r\u00e1\u00f0stefnu IV um ranns\u00f3knir \u00ed f\u00e9lagsv\u00edsindum. R\u00e1\u00f0stefna F\u00e9lagsv\u00edsindadeildar, Lagadeildar og Vi\u00f0skipta- og hagfr\u00e6\u00f0ideildar, 22. febr\u00faar 2003.
\n2003.2 [Me\u00f0 Steini J\u00f3hannssyni] Um \u00fer\u00f3un sk\u00f3lam\u00e1la \u00e1 \u00cdslandi \u00ed lj\u00f3si ytri a\u00f0st\u00e6\u00f0na \u00e1 \u00e1runum 1945-2000. Erindi flutt \u00e1 r\u00e1\u00f0stefnu IV um ranns\u00f3knir \u00ed f\u00e9lagsv\u00edsindum. R\u00e1\u00f0stefna F\u00e9lagsv\u00edsindadeildar, Lagadeildar og Vi\u00f0skipta- og hagfr\u00e6\u00f0ideildar, 22. febr\u00faar 2003.
\n<\/span>
\nSk\u00f3lasaga framhaldssk\u00f3la <\/strong><\/p>\n
\n<\/strong>H\u00e9r t\u00f3k \u00e9eg saman efni sem \u00e9g haf\u00f0i unni\u00f0 a\u00f0 lengi. \u00dear kemur sk\u00fdrt fram hve \u00fer\u00f3unin er reglubundin og svipu\u00f0 \u00e1 \u00f6llum Nor\u00f0url\u00f6ndunum, m.a. nota \u00e9g \u00feann kynjamun sem \u00fear kemur fram til \u00feess a\u00f0 draga mikilv\u00e6gar \u00e1lyktanir um \u00fer\u00f3un sk\u00f3lakerfa. \u00c9g lag\u00f0i mj\u00f6g mikla vinnu \u00ed \u00feess grein.
\nJ\u00f3n Torfi J\u00f3nasson. (2003). Does the state expand schooling? A a study based on five Nordic countries.<\/a> Comparative Education Review, 47<\/em>(2), 160-183.<\/p>\n
\nAllyson Macdonald, Andrea G. Dofrad\u00f3ttir, J\u00f3n Torfi J\u00f3nasson, Michael Dal, Ragna B. Gar\u00f0arsd\u00f3ttir og \u00deur\u00ed\u00f0ur J\u00f3hannsd\u00f3ttir (september 2002).Samanbur\u00f0ark\u00f6nnun \u00e1 sk\u00f3lakerfum \u00e1 \u00cdslandi, \u00ed Danm\u00f6rku og \u00ed Sv\u00ed\u00fej\u00f3\u00f0.<\/em> Unni\u00f0 fyrir Menntam\u00e1lar\u00e1\u00f0uneyti\u00f0, september 2002. Reykjav\u00edk: F\u00e9lagsv\u00edsindastofnun H\u00cd og Ranns\u00f3knarstofnun KH\u00cd. 148 bls. <\/span><\/p>\n
\nLearnCom. A\u00f0ild (mat) \u00e1samt Andreu G. Dofrad\u00f3ttur og J\u00f3h\u00f6nnu Andr\u00e9sd\u00f3ttur a\u00f0 LearnCom, verkefni undir stj\u00f3rn Farsk\u00f3la Nor\u00f0urlands vestra - mi\u00f0st\u00f6\u00f0var s\u00edmenntar. Formleg l\u00fdsing. \u00cdslensk l\u00fdsing.
\nGems<\/p>\n<\/a><\/p>\n<\/a>Framhaldssk\u00f3li - framvinda, brotthvarf (\u00ed vinnslu)<\/h1>\n