Knowledge qualities and interpretations of knowledge tasks in one-to-one projects

• One-to-one computer projects are getting more and more common in European schools, for example in Italy, Portugal, France, Spain, Turkey and Germany (European Schoolnet, 2011; The Worldbank Group, 2011), as following the trend of education in USA (Maine Learning Technology Initiative, 2010). A recently published systematic research review (Fleischer, in press) on one-to-one (one computer per pupil and teacher) projects shows that pupils do spend much time on computers in one-to-one projects (Grimes & Warschauer, 2008), and that computers are highly appriciated. Previous research do also show that the computers are mostly used to explore information, to produce material by using word processors and powerpoint, and to communicate electronically (Fleischer, in press; Penuel, 2006). Previous research also indicates that the pupils sense of self-regulation in studies are increasing, as well as their motivation for studying (Maninger & Holden, 2009).However, the mentioned research review (Fleischer, in press) indicates that there is a lack of knowledge on how one-to-one affect the way pupils interpret knowledge tasks in school, how they approach knowledge tasks and how one-to-one computer projects affect qualities in formed knowledge.  The proposed study will therefor research qualities in formed knowledge in one-to-one settings. The research questions for the study are:Which are the variations of quality in formed knowledge that takes place due to the one-to-one setting?How is interpretation of the knowledge task conducted in one-to-one classrooms?What strategies do the pupils use to solve knowledge tasks in one-to-one classrooms? MethodologyThe study is using a phenomenographical approach (Marton & Booth, 1997). The study takes place within one class of 16-years old pupils in Sweden, studying a theoretical topic, where the knowledge task will be to write an essay. An interview is made with the teacher, parallel with investigating the formal curriculum of the course, to establish the pedagogical norm. The content of the essays are investigating in relation to this pedagogical norm, in order to find the students critical varations on the topic. These variations are then hierarchical ordered due to the depth of knowledge represented, and presented critical aspects of the topic. After this, retrospective interviews with the pupils are conducted, to find out the way they tried to solve their knowledge task. Expected resultsThe studies will bring further clarity on how one-to-one computing affects qualities in knowledge formation, and how those qualities are related to strategies that are chosen when the pupils are in a one-to-one  computer setting. The strategies will be discussed in terms of the interpretation of the task, the information seeking aspect of solving the task, and the writing process. The results of the study will be discussed from Gurwitsch’s three layers of awareness (Gurwitsch, Zaner, & Embree, 2010), in order to cast light over which aspects of one-to-one projects that affect the process of knowledge formation, and in what ways. Further, the results will also be discussed from a specific phenomenological framework, namely the one discussing the stretched world (Fleischer, 2011), taking into account what the strategies in forming knowledge mean for the lived experience of studying.The study will further discuss how to engage deeper into the question of affection on knowledge qualities and knowledge formation processes within one-to-one projects. Intent of publicationThe study is conducted within the framework of a doctoral thesis. The study is conducted during spring 2012, and the results will be presented at the ECER conference in September 2012. The study is also intended to be published in international peer reviewed journals during 2012. ReferencesEuropean Schoolnet. (2011). Educational Netbook Pilot  Retrieved 2011-11-14, 2011, from http://www.netbooks.eun.org/web/acer/aboutFleischer, H. (2011). Towards  a  Phenomenological  Understanding  of  Web  2.0  and  Knowledge  Formation. Education Inquiry, 2(3), 535-549.Fleischer, H. (in press). What is our current understanding of one-to-one computer projects: A systematic narrative research review. Educational Research Review. doi: http://dx.doi.org/10.1016/j.edurev.2011.11.004Grimes, D., & Warschauer, M. (2008). Learning with Laptops: A Multi-Method Case Study. Journal of Educational Computing Research, 38(3), 305-332.Gurwitsch, A., Zaner, R. M., & Embree, L. E. (2010). The field of consciousness : phenomenology of theme, thematic field, and marginal consciousness. Dordrecht ; New York: Springer.Maine Learning Technology Initiative. (2010). About MLTI  Retrieved 2011-06-09, 2011, from http://www.maine.gov/mlti/about/index.shtmlManinger, R. M., & Holden, M. E. (2009). Put the Textbooks Away: Preparation and Support for a Middle School One-to-One Laptop Initiative. American Secondary Education, 38(1), 5-33.Marton, F., & Booth, S. (1997). Learning and awareness. Mahwah, N.J.: L. Erlbaum Associates.Penuel, W. R. (2006). Implementation and Effects of One-to-One Computing Initiatives: A Research Synthesis. Journal of Research on Technology in Education, 38(3), 329-348.The Worldbank Group. (2011). 1-to-1 educational computing initiatives around the world, from http://blogs.worldbank.org/edutech/node/558

Ämnesord

SAMHÄLLSVETENSKAP  -- Utbildningsvetenskap -- Pedagogik (hsv//swe)

SOCIAL SCIENCES  -- Educational Sciences -- Pedagogy (hsv//eng)

Nyckelord

Humanities

Humaniora

one-to-one computing

ubiquitous computing

ict

knowledge formation

Pedagogik och Utbildningsvetenskap

Pedagogics and Educational Sciences

Publikations- och innehållstyp

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