| 1. |
- Haglind, Therése, 1976
(författare)
-
Student Use of Digital Technologies for Schoolwork in Upper Secondary.
- 2014
-
Ingår i: In M. Searson & M. Ochoa (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2014. Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).Society for Information Technology & Teacher Education International Conference, Mar 17, 2014 in Jacksonville, Florida, United States. - 9781939797070 ; , s. 2123-2129
-
Konferensbidrag (refereegranskat)abstract
- The selected findings of two studies of the use of digital technologies at two upper secondary schools in 2013 are presented in this paper. Both qualitative and quantitative methods were used to collect the data, using surveys and focus group interviews with students in their first year at upper secondary school. Three findings are presented. The first is that the use of digital technologies differs between the students in a vocational program and students in a preparatory program for higher education. The second is that students use their mobile phones for school work, both in school and at home. Considering that the schools in the studies were 1:1 schools, this indicates that students use more than one technical solution for school work, both in school and at home. The third is that the range of use in these studies coincides with the results in other studies, both national and international.
|
|
| 2. |
- Jobe, William, et al.
(författare)
-
MOOCs for Professional Teacher Development
- 2014
-
Ingår i: Proceedings of Society for Information Technology & Teacher Education International Conference 2014. - Chesapeake, VA : AACE. - 9781939797070 ; , s. 1580-1586
-
Konferensbidrag (refereegranskat)abstract
- A MOOC is a trending concept in education that is disrupting traditional methods oflearning consumption. The emergence and use of MOOCs for professional teacher development isstill uncommon, but on the verge of gaining a foothold. Research regarding MOOCs typicallyfocuses on impacts for higher education and lifelong learning. However, the specific intersection ofMOOCs and professional teacher development is poorly researched. This concept papercontemplates the benefits and drawbacks of using MOOCs for professional teacher developmentand calls for more practical studies and explorative research. This paper also speculates on the basicMOOC design criteria and principles needed to maximize engagement and course completion,which are currently common issues with general MOOCs. The conclusion is that MOOCs can be acost- and resource-effective means to deliver quality education in order to further professionalteacher development. However, possible risks are employers' reluctance to accept MOOCaccreditation as equivalent professional development and the lack of relevant MOOC courses forprofessional development.
|
|
| 3. |
- Player-Koro, Catarina, et al.
(författare)
-
Traditional teaching with digital technology.
- 2014
-
Ingår i: Proceedings of Society for Information Technology & Teacher Education International Conference 2014. - Waynesville : Association for the Advancement of Computing in Education. - 9781939797070 ; , s. 947-951
-
Konferensbidrag (refereegranskat)abstract
- This paper is based on data produced in upper secondary school in a municipality that has an on-going effort to provide every teacher and student with a laptop computer, a so called one-to-one project. The results indicate that teachers and students use ICT and that fundamental elements of contemporary teaching and learning have remained largely untouched. Findings like these have over again been described in research as failures. This is often done in relation to a preconvention that ICT-based teaching and learning will inevitable change and innovate education. Our point is that this argumentation is too simplistic and need to be challenged. Change and transformation should be viewed upon as changes that takes place in the frame of traditional schooling and need to be analysed and understood in relation to the complex web of policy demands, different expectations and requirements that teachers must relate and that also constrains what is possible to do.
|
|
| 4. |
- Svedäng, Maria, et al.
(författare)
-
Doing cross-border science experiments using ICT for co-planning, documentation and evaluation as a method for increased motivation to participate in and learn about science experiments
- 2014
-
Ingår i: Society for Information Technology & Teacher Education International Conference. - Chesapeake, VA : Association for the Advancement of Computing in Education. - 9781939797070 ; , s. 2332-2340
-
Konferensbidrag (refereegranskat)abstract
- Two ninth grade classes – one Swedish and one Danish worked together doing chemistry experiments. Their assignment was to seek out and choose an experiment to perform, then plan for and execute the experiment while making a videotape of the experiment to upload onto their mutual blog, and finally, to give feedback on the videos. Analysis of the students’ activities and the material they produced indicated that they attained the goals in relation to planning and documenting a science experiment. Their level of enthusiasm was deemed to be high, and they were apparently motivated by working with students from another school in another country. However, a deeper analysis of the experimental content showed that the specifically scientific learning was rather superficial, and would have benefitted from greater teacher guidance during the experiment.
|
|
| 5. |
- Svensson, Lars, 1963-, et al.
(författare)
-
Re-thinking the LMS : Designing for Engaged Collaboration
- 2014
-
Ingår i: Proceedings of Society for Information Technology & Teacher Education International Conference 2014. - Chesapeake, VA : AACE. - 9781939797070 ; , s. 1702-1707
-
Konferensbidrag (refereegranskat)abstract
- While there has been extensive research done on technology supporting communication and interaction in online higher education, this research focus on the potential of new web development tools for designing educational technologies. With the recent advent and maturity of the HTML5-standard together with CSS3 and advanced javascript libraries such as jQuery andNode.js developers now have access to tools enabling them to create dynamic, web-based systemssupporting rich social interaction & collaboration between students & educators with features that were previously only available in proprietary applications. This paper reports from an ongoingresearch project utilizing a design research approach aimed at creating and evaluating such a tool.
|
|
| 6. |
|
|
| 7. |
- Östlund, Christian, 1969-, et al.
(författare)
-
E-training through web lectures
- 2014
-
Ingår i: Proceedings of Society for Information Technology & Teacher Education International Conference 2014. - Chesapeake, VA : AACE. - 9781939797070 ; , s. 397-402
-
Konferensbidrag (refereegranskat)abstract
- This paper sets out to inform how technology can be designed to support formal workplace training by acknowledging the context of every day work. The research in this paper follows the approach of design science research and a design theory for e-training through web lectures emerged in collaboration with members of the county administration through four designcycles of problem awareness: conceptual suggestion, system development, and evaluation. Aframework called authentic e-learning with nine design principles was chosen as a kernel theory.The design principles were then evaluated in the context of workplace learning and after four design cycles some of the original design principles was still unaltered, some was adapted to the conditions of workplace learning and new principles emerged from the evaluation process.
|
|
