| 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. |
- Godhe, Anna-Lena, et al.
(författare)
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Making sense of making : Critical issues in the integration of maker education into schools
- 2019
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Ingår i: Technology, Pedagogy and Education. - London, UK : Taylor & Francis. - 1475-939X .- 1747-5139. ; 28:3, s. 317-328
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Tidskriftsartikel (refereegranskat)abstract
- This article considers growing calls for the integration of so-called ‘maker technologies’ and associated ‘maker’ practices into schools and other formal education settings. Moving on from the largely celebratory literature in this area, the article seeks to further explore the tensions between the educational potential of maker technology and the realities of its use in school and classroom contexts. In particular, the article focuses on fundamental – but so far little acknowledged – tensions surrounding the social, cultural, political contexts of maker education, alongside the epistemological and pedagogical characteristics of maker technologies as tools for learning. It is concluded that maker education must not be seen as a ready fit with formal schooling. Instead, teachers and schools are likely to require sustained support to make the most of maker technologies within the demands and constraints of contemporary school contexts. © 2019 Association for Information Technology in Teacher Education.
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| 3. |
- Granberg, Carina, 1966-
(författare)
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Implementing digital individual development planning in teacher education : the challenges of communication in relation to the development of ICT-supportedmethods
- 2009
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Ingår i: Technology, Pedagogy and Education. - London : Routledge. - 1475-939X .- 1747-5139. ; 18:2, s. 123-135
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Tidskriftsartikel (refereegranskat)abstract
- This paper presents a study of the experiences of a group of teacher educators during the 2006–2007 academic year, when they participated in a project to try out and implement digital individual development planning (which in Swedish is digital ‘Individuella Utvecklings-Planer’ or IUP) in a teacher education faculty at a Swedish university. The project group consisted of seven female teacher educators and three colleague mentors. They shared their experiences of the project and how they viewed their roles in the implementation process through individual narrative interviews. In order to illuminate how the attributes of digital IUP were perceived and how these attributes were communicated within the faculty, the data were analysed in the light of Rogers’ (2003) diffusion of innovation theory. Furthermore, concepts of symbolic capital from Bourdieu (1984) were used in analysing the teacher educators’ positions as change agents. The article presents a discussion of the circumstances in which digital IUP promotes reflective dialogue. Furthermore, it illuminates the change process and the participants as change agents from a power relations perspective, highlighting communication and shared pedagogical visions.
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| 4. |
- Granberg, Carina, 1966-
(författare)
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Social software for reflective dialogue : questions about reflection and dialogue in student teachers' blogs
- 2010
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Ingår i: Technology, Pedagogy and Education. - : Routledge. - 1475-939X .- 1747-5139. ; 19:3, s. 345-360
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Tidskriftsartikel (refereegranskat)abstract
- This article presents a study of 57 Swedish pre-school student teachers' experiences and achievements in using blogs for reflective dialogue over the course of 2007–2008. In order to examine the extent to which students engaged in reflective dialogue, text analyses of their blogs were carried out. Furthermore, 13 narrative interviews were conducted to illuminate students' understanding of reflection, and to establish what circumstances influenced their engagement inreflective dialogue. The framework developed by Kreber and Cranton (2000) was used to analyse the blogs in order to determine the level of reflection, while that of Gorsky and Caspi (2005) was used to illuminate students' engagement in dialogue. The article presents a discussion of the circumstances in which students engaged in reflective dialogue. Furthermore, it illuminates the relationship between engagement in dialogue and level of reflection. The importance of students' understanding of reflection, social interaction, and the methods of assessment are highlighted.
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| 5. |
- Harlin, Eva-Marie, 1954-
(författare)
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Watching oneself teach – long-term effects of teachers’ reflections on their video-recorded teaching
- 2014
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Ingår i: Technology, Pedagogy and Education. - : Routledge. - 1475-939X .- 1747-5139. ; 23:4, s. 507-521
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Tidskriftsartikel (refereegranskat)abstract
- This study examines changes in teaching habits reported by teachers when they see themselves on video. It is a longitudinal study in which 43 student teachers participated in the first step during their teacher education. When the teachers saw themselves teaching, they were surprised by certain habits and wrote that they wanted to change them. Two years later, eight of these teachers video recorded their teaching again. The interpretation is based on pragmatic philosophy and Mead’s concepts of “I” and “me”. In the interviews, it becomes clear that the majority of the teachers in different ways had changed their habits. It is not only a question of new habits but also of the refinement of previous habits. Four categories of changed habits are presented; Shift in the opportunity to speak in favour of the participants; Reduced service orientation; Reduced control and Building relationships.
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| 6. |
- Holmberg, Jörgen
(författare)
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Studying the process of educational design - revisiting Schon and making a case for reflective design-based research on teachers' 'conversations with situations'
- 2014
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Ingår i: Technology, Pedagogy and Education. - London : Routledge. - 1475-939X .- 1747-5139. ; 23:3, s. 293-310
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Tidskriftsartikel (refereegranskat)abstract
- This conceptual paper discusses Donald A. Schon's views on design and how it could inform design-based research (DBR) on teachers' use of technology in education. It argues that the rich affordances of digital technologies and teachers' and students' situated designs with such technologies in complex and changing educational contexts make viewing design as rational problem-solving problematic. Instead, it is suggested that adopting Schon's view of design as a reflective conversation with the situation in DBR approaches has the potential of informing both research on the use of digital educational technologies and teachers' situated use of such technologies. The paper then presents suggestions as to how Schon's ideas for research on teachers' situated practices could contribute to theory development in DBR. Finally, some of the possibilities and challenges of the reflective DBR approach suggested in this paper are discussed.
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| 7. |
- Holmgren, Robert
(författare)
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Firefighter training in Sweden : from face-to-face learning in training grounds to distance learning - a challenge for exercise instructors?
- 2016
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Ingår i: Technology, Pedagogy and Education. - London : Routledge. - 1475-939X .- 1747-5139. ; 25:2, s. 249-267
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Tidskriftsartikel (refereegranskat)abstract
- When distance learning supported by digital technologies was introduced in firefighter training in Sweden some years ago, training exercise instructors accustomed to face-to-face teaching in the field had to adapt their professional roles to an electronic landscape with a number of new opportunities and constraints. Based on activity theory and comparisons between campus and distance mode, this study was aimed at increasing the understanding of how the training exercise instructor role is affected by the shift towards technology-enhanced distance learning. An analysis of interviews with instructors and students, and observations of response exercises, show that contradictions are emerging in the distance mode between instructors’ motives, their technology tools and the object of the training they provide, and also between the two types of training, that is, the campus and the distance modes. Structural tensions and personal motives contribute to changes in the division of labour with instructors tending to adopt a much more passive role in the distance mode compared to their more active role in the campus mode.
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| 8. |
- Hrastinski, Stefan, Professor, 1980-, et al.
(författare)
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Communities, networks and ICT professional development across schools in close physical proximity
- 2020
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Ingår i: Technology, Pedagogy and Education. - : Taylor & Francis. - 1475-939X .- 1747-5139. ; 29:2, s. 219-229
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Tidskriftsartikel (refereegranskat)abstract
- Many studies have focused on professional development within schools, while this article focuses on ICT (information and communications technology) professional development across schools. The aim of this article is to explore how the encouragement of communities and networks might contribute to ICT professional development across schools in close physical proximity. The study is based on a two-year action research project and interviews with the participants of a lead teacher community across five schools. Although the lead teachers and school leaders played a central role, ICT professional development was dependent on a complex interplay of different types of communities and networks, both within, across and outside the schools. This study illustrates how ICT professional development occurred in both expected and unexpected ways and emphasises the need for professional development to take account of the complex needs of teachers, rather than being a 'one size fits all'.
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| 9. |
- Hudson, Brian, 1951-, et al.
(författare)
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Learning in, about and with open and flexible learning environments : an evaluation of student and tutor experiences in a European learning community
- 2006
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Ingår i: Technology, Pedagogy and Education. - Abingdon : Taylor & Francis Group. - 1475-939X .- 1747-5139. ; 15:3, s. 291-306
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Tidskriftsartikel (refereegranskat)abstract
- The paper presents an evaluation of student and tutor experiences in the introductory module of a European Masters programme in e-Learning, Multimedia and Consultancy. The aims and outline of the Masters programme are described, together with the pedagogical approach adopted in the introductory module which explores open and flexible learning environments with students and tutors from four European countries. The second part of the paper evaluates the success of the teaching and learning that occurred in this unit, from the perspective of both the students and tutors. Data collected include student and tutor written evaluations, reflections on the authors' own roles in the programme, and analysis of the products contained in the environment. The paper concludes by detailing future developments in the Masters programme that have been influenced by this cycle of evaluation.
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| 10. |
- Karaseva, Agnese, et al.
(författare)
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Relationships between in-service teacher achievement motivation and use of educational technology : case study with Latvian and Estonian teachers
- 2018
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Ingår i: Technology, Pedagogy and Education. - : Taylor & Francis. - 1475-939X .- 1747-5139. ; 27:1, s. 33-47
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Tidskriftsartikel (refereegranskat)abstract
- This study explored the relationship of in-service teacher achievement goal orientation and practices of educational technology use. Semi-structured individual interviews with secondary school teachers in Latvia (N = 16) and Estonia (N = 10) revealed that the use of information and communication technology (ICT) in pedagogical work and the ways in which teachers learn ICT-related skills are associated with individual differences in teacher achievement goal orientation. Based on their findings, the authors argue that achievement goal theory is a promising framework for understanding how the integration and application of ICT in teaching happens. Directions for future research and implications for teacher training are discussed.
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