| 1. |
- Andersson, Annika, 1968-, et al.
(författare)
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Emerging Collaborative and Cooperative Practices in 1:1 Schools
- 2016
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Ingår i: Technology, Pedagogy and Education. - : Routledge. - 1475-939X .- 1747-5139. ; 25:4, s. 413-430
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Tidskriftsartikel (refereegranskat)abstract
- In this article, the authors explored how laptops used in 1:1 classrooms affect cooperation and collaboration practices. Based on an observational time study, the authors found that the most common activity in 1:1 classrooms is group work using the computer. They also found that, despite what the concept 1:1 alludes to about one student working with one computer, most laptop use takes on other forms such as two students working with one computer (1:2) or two students working together using two laptops (2:2). The findings reported in this article about the various different collaboration arrangements have implications for both research and practice. For practice, because teachers can arrange activities based on an awareness of the different student–laptop constellations that emerge when students are given a laptop. Research is likewise informed about the various group work constellations and can build on this knowledge for further analysis of the pros and cons with the different collaborative forms.
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| 2. |
- Andersson, Annika, 1968-, et al.
(författare)
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Increasing interactivity in distance educations : Case studies Bangladesh and Sri Lanka
- 2010
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Ingår i: Information Technology for Development. - Oxford, United Kingdom : Routledge. - 0268-1102 .- 1554-0170. ; 16:1, s. 16-33
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Tidskriftsartikel (refereegranskat)abstract
- This paper describes how distance educations in developing countries can enhance interactivityby means of information and communication technologies. It is argued that e-learning involvesa shift in the educational structure from traditional transmission of knowledge to interactivecreation of knowledge. Our case studies are two distance educations in Bangladesh and SriLanka that use different technologies for implementing interactivity; Internet and computersin one case and video and mobile phones in the other. The findings are analyzed based onStructuration Theory and we compare the two approaches based on emerging norms andbeliefs. Findings from both cases show the concurrent enactment of both the transmissionand the interactive structure. Whereas peer collaboration and the use of self-assessment toolsmake students take more ownership of their learning, we also found the idea of a classroomwith an instructive teacher to be deeply rooted in the students’ minds.
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| 3. |
- Andersson, Annika, 1968-, et al.
(författare)
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Reclaiming the students : coping with social media in 1:1 schools
- 2014
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Ingår i: Learning, Media & Technology. - : Taylor & Francis Group. - 1743-9884 .- 1743-9892. ; 39, s. 37-52
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Tidskriftsartikel (refereegranskat)abstract
- There is a debate about the advantages and disadvantages of using social media in education. Drawing on interviews and surveys with students and teachers in three Swedish schools, this study finds that studentsas well as teachers find much of the students' social media use distractive to learning. We investigate this by means of an interpretative study of students' and teachers' experiences. We find that concerns relate to how social media use makes students less social, how weaker students are more likely to get distracted, how teachers lack strategies for tackling the problem and how the responsibility of the use is delegated to the students. We discuss how the distractive use of social media is made possible as a result of education policies requiring a higher degree of individual work, individual responsibility, and educational choices forstudents. Teachers and school leaders need to jointly reclaim the students and coping strategies for the distractive use are urgently needed.
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| 4. |
- Andersson, Annika, 1968-, et al.
(författare)
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Victim, mother, or untapped resource? Discourse analysis of the construction of women in ICT policies
- 2017
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Ingår i: Information Technologies and International Development. - : USC Annenberg Press. - 1544-7529 .- 1544-7537. ; 13, s. 72-86
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Tidskriftsartikel (refereegranskat)abstract
- This article analyzes the construction of women in national ICT policies in South and Southeast Asia. The aim is to unravel the role ascribed to women in these policies and how this affects suggested measures. The research is based on critical discourse analysis and shows that women are mainly constructed as victims, mothers, or an untapped resource. We argue that if women are specifically targeted in policies, careful attention should be given to how they are portrayed. Our analysis also shows that in most cases the suggested solutions on how to include women in the ICT society only deal with the symptoms of gender inequality rather than the structures that prevent equal opportunities. We conclude by discussing implications for research and practice.
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| 5. |
- Andersson, Annika, 1968-, et al.
(författare)
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What are we doing? Theories used in ICT4D research
- 2013
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Ingår i: 12th International Conference on Social Implications of Computers in Developing Countries. ; , s. 282-300
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Konferensbidrag (refereegranskat)
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| 6. |
- Hatakka, Mathias, 1974-, et al.
(författare)
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Students’ use of one to one laptops : a capability approach analysis
- 2013
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Ingår i: Information Technology and People. - : Emerald Group Publishing Limited. - 0959-3845 .- 1758-5813. ; 26:1, s. 94-112
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Tidskriftsartikel (refereegranskat)abstract
- Purpose - We evaluate effects of students’ 1:1 laptop use from a capability perspective by investigating increases and decreases of students’ opportunities and choices. We investigate changes that have taken place and how these changes enable or restrict students to do and be what they desire.Design/methodology/approach – We undertake an interpretive case study based on group interviews and questionnaires. Sen’s capability approach is used as theoretical framework and has informed the data collection and the analysis.Findings – 1:1 laptops in schools have provided students with new opportunities and choices, but also restricted others. An evident opportunity is the equalization of access to computers. Other opportunities relate to schoolwork efficiency and increased access to information. Gains also include the use of different media for overcoming disabilities or to fit individual learning styles. Regarding students’ well-being, a “fun” learning environment is mentioned. However, the “fun” is often about playing games or using social media – something which diverts the students’ attention from the learning. Students also find that they are less social, too computer dependent, and that they miss using pen and paper. Additionally, health issues such as back problems and headaches are reported, as well as an increased risk of being robbed.Originality/value – Most research on 1:1 laptops in education focuses on easily quantifiable measures and reports from a teacher perspective. We take a broader approach and investigate the impact 1:1 laptops have on students’ well-being and agency.
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