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- Bergström, Peter, 1975-, et al.
(författare)
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Teacher's Didactical Design in Finnish 1:1 Tablet Classrooms : Perspectives on Content and Meaning
- 2016
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Ingår i: Leading Education. - : European Educational Research Association, Freie Universität Berlin.
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Konferensbidrag (refereegranskat)abstract
- This paper reports on the first year of a two-year study in Finland about Finnish teachers didactical design in one-to-one (1:1) tablet classrooms. In it's simplest form 1:1 means that each student and teacher is equipped with a computing device. In this study all students and teachers are equipped with an Apple iPad. Compared to other European countries (EUN, 2013) the digitalisation of Finnish schools progress at a slow rate where the ratio of computers per child in year 7-9 is among the lowest, but has started to increase. The project is conducted during the transition from the 2004 national curriculum to the 2016 national curriculum. Researchers indicate that equipping each student with a digital device is a great challenge for the so-called ecology of the classroom (Håkansson Lindqvist, 2015). Aspect of digitalisation concerns wireless Internet access (WiFi) and cloud computing. Such technologies highlight the notion of what content students have access to and how content is shared among teachers and students. Traditionally, teaching have been organised with textbooks while with 1:1 computing students got access to a great number of new resources that possibly challenges the thinking of what represents content. However, it is not the content per se that create students learning experience, it is how the teacher design students' learning expedition (Jahnke, Norqvist and Olsson, 2014) with the curriculum and the content.Aim and research questions: The aim of this paper is to contribute to knowledge about teachers' didactical design in schools with one-to-one tablet programs.- What characterises the students' interaction with the content in one-to-one tablet contexts?- How can we understand the teachers' didactical design based on the relationship between the privileging features of the one-to-one tablet context in relation to the teaching practice?
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| 2. |
- Bergström, Peter, 1975-, et al.
(författare)
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Teachers' Digital Didactical Design : Towards Maker Movement Pedagogies In Tablet Mediated Learning
- 2015
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Konferensbidrag (refereegranskat)abstract
- This paper illustrates a project about digital didactical designs in one-to-one (1:1) computing classrooms in Sweden. The study focuses on schools in four municipalities with 1:1 media tablet (iPads) programs. In Sweden, there have been two major changes that have led to new situations and new challenges for schools. A new school reform started in 2011, at the same time there was a boom using mobile web-enabled technologies in teaching and learning. With the new national curriculum LGR 11 the main changes involves stronger guidance what teachers teaching should involve at the subject level, a new grading system and specific knowledge's students should achieve in school year 3, 6 and 9. The boom of mobile technologies highlights a shift away from separating Information and Communication Technology (ICT) and education (e.g. computer labs) (Henderson & Yeow, 2012) into co-located settings (De Chiara, Di Matteo, Manno, & Scarano, 2007). Mobile technology becomes part of classrooms; both merged into new spaces for learning – we call them co-expanded spaces. In general, we assume these new situations affect the designs of teaching and learning in different aspects. Results from our previous studies in Denmark indicate a shift in students' learning culture from consumption of content into production of content (Jahnke & Kumar, 2014) similar to what Hatch (2013) addresses as the maker movement culture. In this study, we explore how teachers meet the new challenges by studying the pedagogical communication. Specifically, from a Digital Didactics approach, we explore how the new situation affects didactical designs in such new settings where physical teaching and learning spaces are expanded by mobile technologies.AimThe aim of this study is to understand the teaching and learning designs-in-practice, especially the facets of such designs in co-expanded spaces. By studying the innovative teachers' didactical designs in media tablet classrooms, a particular focus is on the social relationship as a function of the teacher-student interaction and communication.Research questions1. How can the teacher-student relationships be described and understood in relation to tablet mediated learning classroom practice?2. How can teachers' communication about tablet mediated teaching and learning be described and understood in relation to tablet mediated classroom practice?3. How can the forms of teachers’ digital didactical designs be described and understood in relation to the curriculum?Theoretical frameworkFor understanding the designs of media tablet classroom practices, we used two sets of theories. Firstly, Jahnke, Norqvist, & Olsson's (2014) approach of digital didactical design that is based on learning intentions, learning activities, assessment, and the social relations was applied for framing the analysis. In this paper the social relations constitute the teacher-student communication, which mirrors the teachers' didactical design. For understanding the teacher-student communication, Bernstein’s (2000) theory of classification and framing was applied. The concepts of classification and framing are translated into power and control relations. Classification highlights the relation between different categories. What turns a category into a unique category is its unique relationship to other categories. The uniqueness of a category is based on its specialisation e.g. teacher or student. The degree of specialisation creates boarders and a space between the categories as either strong or weak. The outcome of the classification analysis indicates practices of media tablet classrooms. These practices are further analysed through the relative concept of framing as either strong or weak. The concept of framing contributes to the understanding of the locus of control in the teacher-student relationship. The locus of control relates to several issues in the teacher student relationship, which reflects Bernstein’s concepts of selection, sequence, pacing and evaluation.Methodology, Methods, Research Instruments or Sources UsedThe methodology in this research project has been pre-tested in a pilot study in Denmark in 2012 to 2014. The qualitative method has been conducted to explore the teachers' designs in Swedish classrooms ranging from preschool to upper secondary school. Applying a purposeful sampling (Patton, 1990), schools were selected where teachers and pupils have been using media tablets longer than six months, preferably within a one-to-one computing program in which the pupils can also use the iPads at home. We focused on innovative teachers and early adopters (Rogers, 2003). In total we studied schools in four municipalities in Sweden in six clusters: one preschool, one preschool class (children at age 6), and classes in school years 1-3, 4-6, 7-9, and 10-12. The schools have been visited two times during the school year 2014/2015. In total we have conducted 20 classroom observations and teacher interviews. Data collection The classroom observations were conducted of 2-3 observers. The field notes were developed, as close as possible to the observation, into thick descriptions (Kullberg, 2004) that are described as narrative, describing, analysing and interpreted. After the observations the thick descriptions were discussed until an agreement was reached among the researchers. During the observations the observer take notes, photos, short video recordings. Each lesson lasted between 40-60 minutes. The subjects range from Native Language, Math, Science, English, Spanish and Social studies. The class sizes were around 20 to 25 students in each class. The observations were followed up with teacher interviews. For the teacher interviews, a half-structured interview guide were used that is divided into five themes with sub-questions: (1) background (age, gender, years as teacher, teaching subjects; first "thought" when implementing iPads); (2) the teachers teaching; (3) Learning (4) Assessment (5) magic wizard offers three wishes (what would teacher wish). The interviews were conducted by at least two researchers; audio-recorded and transcribed. Each interview lasted for about 60 minutes. Conclusions, Expected Outcomes or FindingsFindings from the innovative media tablet classrooms indicate two sets of didactical designs. The first set of didactical design demonstrates a majority of blurred boarders between categories, ranging from teachers' organisation of desks in the classroom to the software applications used in teaching and learning. The second set of didactical designs illustrates designs based on clear boarders between categories, which indicates strong power relationships. These two sets of relationship between categories create two kinds of social relationship in the classroom. Media tablet classrooms based on weak classification indicates a pedagogical practice that involves students' decision making to a greater extent than in classrooms based on strong classification. The weak classification between categories in the classrooms becomes the underpinning framework for didactical designs where the media tablets are integrated for making products. The making of products demonstrates students' influence regarding the selection and sequence of content, for example when making films. With regard to the learning intentions in the curriculum, in students' creative work, the teachers' support student learning by using explicit and implicit criteria for keeping the right track in students' learning. An important issue concerns the sociological notion of sharing resources involving signs of changed communication and interaction patterns in the classrooms.
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| 3. |
- Bergström, Peter, et al.
(författare)
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Teachers' Digital Didactical Design : Towards Maker Movement Pedagogies In Tablet Mediated Learning
- 2015
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Konferensbidrag (refereegranskat)abstract
- This presentation reports on the results of the first round of data collection in an ongoing research project about teachers' didactical design with media tablets. A qualitative approach was taken that aimed to understand the teachers' enacted didactical design-in-practice. Three research questions scrutinize the teachers’ form of didactical designs, the teachers' communication and the social relationships in relation to tablet mediated teaching and learning. In total, 15 K-12 education classrooms were observed and documented by text, sound and photos. The results demonstrate classrooms where ICT can be taken for granted based on the precondition of 1:1 computing, WiFi, cloud services and production of content. Further, the results indicate a diverse and complex practice based on a modified relationship between teachers and students.
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| 4. |
- Bergström, Peter, 1975-, et al.
(författare)
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Variations of symbolic power and control in the one-to-one computing classroom : Swedish teachers' enacted didactical design decisions
- 2019
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Ingår i: Scandinavian Journal of Educational Research. - : Taylor & Francis. - 0031-3831 .- 1470-1170. ; 63:1, s. 38-52
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Tidskriftsartikel (refereegranskat)abstract
- This study provides new insights into Swedish teachers' didactical designs when handling two contemporary challenges regarding the new national curriculum and the increasing digitalisation of schools through one-to-one computing initiatives. The research questions consider how teachers organise physical and digital resources in their classrooms as well as variations in teachers' pedagogical communication. From a study of 23 one-to-one computing classrooms (using tablets), some ethnographic-inspired methods were applied based on classroom observation and recordings of teachers' teaching. The findings show two distinct forms of teachers' classroom organisation that indicate different didactical designs used by teachers to integrate one-to-one computing into the classroom. Variations in teaching resulted in a shift of symbolic power and control from teachers to students, which exploit the potential of using one-to-one computing in the classroom.
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| 5. |
- Buchem, Ilona, et al.
(författare)
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Special Issue on Mobile Learning and Creativity : Current Concepts and Studies
- 2013
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Ingår i: International Journal of Mobile and Blended Learning. - 1941-8647 .- 1941-8655. ; 5:3
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Tidskriftsartikel (refereegranskat)abstract
- Internationally, there is a growing body of research related to mobile learning dedicated to the design, implementation and evaluation of mobile learning tools and scenarios (Buchem et al., 2011). However, whilst some studies within the socio-cultural framework address important aspects such as user-generated contexts (Pachler et al., 2010), ownership and changed power relations (Traxler, 2011), the role of mobile learning for fostering creativity is still an under-explored and under-researched area. As such, the relationship between mobile learning and creativity is ambiguous and in need of attention. This Special Issue aims to contribute to this developing area of knowledge and practice while locating mobile learning with a socio-culturally orientated approach proposed by Pachler, Bachmair and Cook (2010). The papers in this volume contribute particularly to the role of mobile learning for fostering creativity. They explore the relationship between learning and creativity in different contexts (for instance, formal education, workplace learning, informal learning), and analyse ways in which mobile media and methods applied to in the design of mobile learning may – or may not – foster creative learning.
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| 6. |
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| 7. |
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| 8. |
- Goggins, S., et al.
(författare)
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Computer-Supported Collaborative Learning at Work : CSCL@Work - Bridging Learning and Work
- 2013
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Ingår i: CSCL 2013 conference proceedings volume 2. ; , s. 436-440
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Konferensbidrag (refereegranskat)abstract
- We created an interdisciplinary workshop to explore principles of computer-supported collaborative learning in work settings. The workshop's theme was, simply CSCL at work. Our first workshop at ACM Group 2010, the 2 nd at ACM Group 2012, and the resulting book, raise an important set of issues and potentials for research, but does not solve the thorny and controversial issues. This workshop wanted to make progress on the identified issues. The CSCL@Work workshop was a half-day workshop devoted to sharing innovative approaches and discussing solutions aimed at understanding studying and designing 'learning at work' supported by digital/mobile technologies. We selected the CSCL conference as an ideal venue for a workshop on this topic because the North American and European communities who participate in the Learning Sciences include leading members of the international CSCL communities. The workshops at ACM group focused more on CSCW whereas this proposed workshop on CSCL2013 included CSCL researchers. It started with contextualizing the current situation. Then, participant questions and proposed solutions aimed at the issues we have raised and begun to recognize. We focused on working groups, an approach, which supports knowledge building. To participate in the workshop, discussants was asked for a position paper of up to 2 pages in standard CSCL conference format. Our edited book was made available to participants in advance, and selected authors provided overviews of their work and perspective in an interleaved way with the more action oriented working sessions.
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| 9. |
- Goggins, Sean, et al.
(författare)
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CSCL@Work: Computer-Supported Collaborative Learning at the Workplace : Making Learning Visible in Unexpected Online Places Across Established Boundaries
- 2013
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Ingår i: Computer-Supported Collaborative Learning at the Workplace. - Boston, MA : Springer-Verlag New York. - 9781461417392 - 9781461417408 ; , s. 1-20
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- We introduce Computer-Supported Collaborative Learning (CSCL) at the workplace (CSCL@Work) as a conceptual framework for bridging the knowledge of researchers in the field of CSCL to work-based learning. Research in the field of Organizational Learning emerged in 1978, and gathered increased attention beginning in the 1990s when the questions were focused on how to create a culture and practices for sharing existing knowledge within a firm. In addition to managing existing knowledge sharing, managing the creation of new knowledge is important for firms today. But are they able to create new knowledge when the answer to a problem is not available? What cultures of learning exist to support this? Contemporary answers to these questions must recognize that learning is an implicit, often invisible component of work. Some firms even avoid the term “learning.” From the cases presented in this book titled, CSCL@Work, we derived three theses: (1) Learning occurs in unexpected and unusual online learning places through social media. (2) Learning activities incorporate feedback from diverse sources, which are not available within traditional organizational boundaries. (3) Making learning visible across established boundaries is necessary in this new age. Designing explicit construction of new knowledge needs to be integrated into workplace practices today through pedagogical and technological design.
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| 10. |
- Goggins, Sean P., et al.
(författare)
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Computer-supported collaborative learning at work : CSCL@Work goes TEL@Work
- 2013
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Ingår i: ECTEL-meets-ECSCW 2013. - : CEUR-WS. ; , s. 30-34
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Konferensbidrag (refereegranskat)abstract
- We propose the topic of "CSCL at Work" which we advanced through workshops at ACM Group 2010, ACM Group 2012 and CSCL 2013. The resulting book raises an important set of issues and potential topics for research and practice but, like any agenda setting work, does not solve thorny or controversial issues. CSCL@Work provides one possible viewpoint for bridging informal learning and work. The purpose of our proposal is to share innovative approaches discovered to date, and gain input focused on solutions aimed for understanding, studying and designing Technology-enhanced learning at work. From 13 case studies, three main theses can be derived that characterize how and when learning at work takes places, A) Learning occurs in unexpected and unusual online learning places, including Social Media. B) Learning activities incorporate feedback from diverse sources, which are not available within traditional organizational boundaries. C) learning takes place across established boundaries. Theses issues inform the design of collaborative technologies, technology-enhanced learning (TEL) and sociotechnical learning practices. To make learning visible, we argue that individual and collaborative learning design must support the alignment of pedagogical, social and technological design. This alignment will increase the likelihood of both surface and deep learning at the workplace.
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