| 1. |
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| 2. |
- Fransson, Göran, 1968-, et al.
(författare)
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An innovative approach for teacher students to learn about bullying via an immersive Virtual Reality bullying experience
- 2021
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Konferensbidrag (refereegranskat)abstract
- Even though in general Swedish pupils have a high level of digital competence (Internetstiftelsen, 2019), a national initiative for a rapid and systematic digitalization of the educational system has been introduced in Sweden. In this context, teacher education is regarded as being of strategic importance for preparing student teachers to teach in a highly digitalized society (Sveriges Kommuner och Landsting, 2019). Here, innovative initiative is important for helping student teachers to develop professional digital competence (Lund, Furberg, Bakken & Engelien, 2014). One example of an innovative initiative is the development of Digital Learning Labs (DLL) that are closely connected to teacher education and offer student teachers and experienced teachers opportunities to explore digital technologies. At the University of Gävle (Sweden), the Digital Learning Lab (2020) offers a number of state of the art technologies, such as robots for programming, media-production and technologies for virtual and augmented realities (VR and AR). In research-based explorative studies, teachers and student teachers elaborate on technologies such as VR and AR (Fransson, Holmberg, & Westelius, 2020). This way, their views becomes involved in principled innovation processes to enact the technology in the best way possible for teaching and learning.
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| 3. |
- Fransson, Göran, 1968-, et al.
(författare)
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Developing digital literacy and digital competence in teacher education : Challenges, dilemmas and opportunities identified through self-study methodology
- 2011
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Konferensbidrag (refereegranskat)abstract
- Teachers have an important role in helping pupils achieve the skills needed to become digitally literate and digitally competent in today’s society. Consequently teacher education must help becoming teachers develop these skills and how to teach them. However, previous research indicates a lack of confidence among many teacher educators to do so (Enochsson & Rizza, 2009).To acquire a deeper understanding of the challenges and opportunities teacher educators and student teachers might encounter when working with, and learning about, ICT as a tool for learning, the authors of this paper carried out a self-study research project (cf. Loughran, 2007; Zeichner, 2007) which focused on our own experiences when planning and teaching a 7,5 ECTS course in initial teacher training. The focus of the course was the pedagogical use of web 2.0-resourses to create learning objects for use in (pre-)schools. The course could be characterized as innovative since its focus, content and form of distribution, teaching and examination goes far beyond what’s common in initial teacher training inSweden(Enochsson, 2010; Ericsson & Löndahl, 2008). Lectures, seminars and student co-operation were mainly web-based and students were encouraged to take a very high degree of responsibility for their own learning. Web-based resources specifically created for the course were offered to compensate for the scarceness of face-to-face meetings.The fact that we both have rather different experiences of the content and the technology used in this course, and of being a teacher educator and researcher, was used as a methodological postulate for the self study project. After every seminar, lecture or examination the two of us reflected together. Sometimes non-scheduled student contacts also actuated further reflections. These reflections were recorded digitally and notes were taken. In total five hours of recordings were made at eight times. In between these collaborative reflections, personal reflections were noted and sometimes taped.Some of the key-findings discussed in the paper are: Insights in challenges and opportunities for both teachers and students to integrate (a) content knowledge; (b) pedagogical knowledge; and (c) technological knowledge; into (d) a Technological Pedagogical Content Knowledge, TPACK (see Mishra & Koehler 2006, 2008, cf. Ferdig, 2006).How our different skills and experiences gave us a better understanding of what might be difficult or unclear to students, thus making us able to give a better course and more valid student feedback. We also identified some of the mechanism that made us, as “expert” and/or “novice”, take certain things for granted (cf. Sandretto) which in turn might make us miss students’ proximal zone of development. When co-operating closely and complementing each other skills- and experience wise, this is less likely to happen. Another insight was how our different proficiencies (i.e. our different understanding of technology, pedagogy and content) affected our assessment of the students’ multimodal presentations, what becomes focused, valued and assessed.Implications for teacher education, teacher educators’ professional development, student teachers, and for (pre)school are also discussed.
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| 4. |
- Fransson, Göran, 1968-, et al.
(författare)
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Digitalise and capitalise? : Teachers’ self-understanding in 21st-century teaching contexts
- 2019
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Ingår i: Oxford Review of Education. - : Routledge. - 0305-4985 .- 1465-3915. ; 45:1, s. 102-118
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Tidskriftsartikel (refereegranskat)abstract
- The digitalisation of educational contexts has changed the practice of teaching and learning. In this, teachers have a key role in enacting digital technologies for this purpose and have different opportunities to do so. This article explores how digitalisation can affect teachers by focusing on: (a) how teachers manage to capitalise on digitalisation; and (b) how digitalisation can affect and reconstruct their self-understanding. Two teacher colleagues of English as a foreign language (EFL) in the same teaching team are interviewed and observed. Drawing on the interplay between self-image, self-esteem, job motivation, and task perception, it is shown how the teachers’ self-understanding is played out and changes due to the call for digitalisation. Whereas one of the teachers has been able to capitalise on digitalisation in a way that has been beneficial both professionally and personally, the other has felt pressurised by it. A conclusion is that a limited or extended use of digital technologies should not be taken as an indicator of teaching quality.
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| 5. |
- Fransson, Göran, 1968-, et al.
(författare)
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Student teachers´ experiences of an immersive Virtual Reality bullying simulation.
- 2020
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Ingår i: <em>ICICTE 2020 Conference Proceedings</em>. - 9789995719425 ; , s. 121-131
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Konferensbidrag (refereegranskat)abstract
- In this study, 19 student teachers (of years 7-12) experienced a three-minutelong VR simulation offering a first-person perspective of bullying bymultiple ‘classmates’. Their experiences were observed and afterwardsfive focus group interviews were conducted, with 3-4 student teachersper group. The results show that they experienced the VR simulation asimmersive, albeit to varying degrees depending on their previous experiencesand personality traits. Issues related to what they experienced,learned and reflected on, their thoughts about the potential educationaluses of VR, and the challenges and opportunities with using VR in differentsubjects are discussed.
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| 6. |
- Fransson, Göran, 1968-, et al.
(författare)
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The challenges of using head mounted virtual reality in K-12 schools from a teacher perspective
- 2020
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Ingår i: Education and Information Technologies. - : Springer Science and Business Media LLC. - 1360-2357 .- 1573-7608. ; 25, s. 3383-3404
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Tidskriftsartikel (refereegranskat)abstract
- The use of head mounted displays (HMDs) to experience virtual realities (VR) hasbecome increasingly common. As this technology becomes more affordable,immersive and easier to use, it also becomes more serviceable in educationaland training contexts. Even though the technology, content and feasibility forK-12 school purposes are still being developed, it is reasonable to expect thatthe call or ‘push’ to use HMD VR in K-12 schools will increase, especially asthere is now a greater economic interest in the use of digital technologies ineducational contexts. This article aims to inform the process of implementingHMD VR in K-12 contexts by researching the preconditions and challenges of usefrom a teacher perspective. It does this by analysing the organisational, institutional,contextual and practical challenges and opportunities in the implementationof HMD VR in K-12 school contexts. The data draws on (a) interviews, informalconversations and observations of teachers testing HMD VR and different VRapplications in a Digital Learning Lab (DLL) and (b) data from a project involvingupper secondary school history teachers discussing the planned implementation ofHMD VR in their teaching and being in the DLL. The main findings are relatedto: (a) economy and technology, (b) initial learning barriers, (c) organisation andpractical enactment for teaching and learning, (d) curricula, syllabuses and expectedlearning outcomes and (e) teachers’ competences, professional developmentand trust. The consequences for educational contexts and possible waysforward are also discussed.
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| 7. |
- Fransson, Göran, 1968-, et al.
(författare)
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Understanding the Theoretical Framework of Technological Pedagogical Content Knowledge : A collaborative self-study to understand teaching practice and aspects of knowledge
- 2012
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Ingår i: Studying Teacher Education. - : Informa UK Limited. - 1742-5964 .- 1742-5972. ; 8:2, s. 193-204
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Tidskriftsartikel (refereegranskat)abstract
- This paper describes a self-study research project that focused on our experiences when planning, teaching, and evaluating a course in initial teacher education. The theoretical framework of technological pedagogical content knowledge (TPACK) was used as a conceptual structure for the self-study. Our understanding of the framework in relation to our teaching practice was in focus. The principal educational goal of the course was to develop the pedagogical use of web 2.0 resources to support learning in the preschool/school context. As a result, the focus, content, form of distribution, teaching, and assessment of the course went beyond what is common in initial teacher training in Sweden. The potential of the different digital tools was explored by situated use in the design and teaching of the course. Analysis highlights the challenges and opportunities that teacher educators and student teachers may encounter while working with, and learning about, information and communication technologies to support learning. Some of the findings discussed are related to the identified challenges and opportunities for both teachers and students to integrate content knowledge, pedagogical knowledge, and technological knowledge into a TPACK. Taken-for-granted organizational and institutional assumptions about teaching, learning, and assessment in teacher education were identified in the study.
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| 8. |
- Holmberg, Jörgen, 1972-
(författare)
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Added Value? Preschool Teacher Students’ Views On And Examples Of The Added Value Of ICT As A Tool For Learning
- 2013
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Konferensbidrag (refereegranskat)abstract
- In today’s digitalized society the potential of digital technologies and how to use these to support learning has increasingly become a focus of research. Since preschool children’s use of ICT is continuously increasing, more interest is also being paid to the question of how ICT can be used for pedagogical purposes in preschools, although research in this area is still limited (Sandvik, Smørdal & Østerud 2012). The use of ICT in preschools is itself a controversial matter. Earlier research has questioned whether young children should be subjected to ICT (Straker et al 2009; Kalas 2010). A growing number of studies, however, identify the potential of ICT as a tool for learning in preschools when the use of ICT is based on pedagogical principles and supports learning of an intended content (McCarrick & Li 2007; McKenney & Voogt 2009). In other words, if ICT is to be used to create a pedagogical added value in preschools, preschool teachers must develop an ability to integrate pedagogical knowledge, content knowledge and technological knowledge.The aim of this study is to examine what kind of added pedagogical value pre-service preschool teachers think educational technologies can bring to preschools and to analyze their oral, written and practical digital examples and presentations of such added value through the lenses of the theoretical framework of Technological Pedagogical Content Knowledge (TPACK).Mishra and Koehler (2008) has built on Shulman’s (1986) pedagogical content knowledge (PCK) to create a conceptual framework that also includes technological knowledge and the ability to successfully integrate this with their pedagogical knowledge and content knowledge. They label their conceptual framework Technological Pedagogical Content Knowledge (TPACK). The TPACK framework has proven useful as a tool for describing the type of knowledge required by teachers for successful technology integration (Voogt et al 2012). A teacher that possesses TPACK knows how to successfully integrate ICT in their practice to create an added pedagogical value. Thus, looking for signs of TPACK means looking for signs of successful technology integration. Hence there are a number of studies that try to measure teachers’ or student teachers’ TPACK with the intention of identifying successful ICT integration (Angeli & Valanides 2009; Kramarski & Michalsky 2010). In this study the theoretical framework TPACK is used to analyze preschool teacher students’ oral presentations, written texts and digital examples of ICT use for added value in preschools.The following research questions have been formulated: - What types of arguments did the preschool teacher students present to support or questions the use of ICT to create added pedagogical value in preschools? - What types of examples were given of successful ICT use for added pedagogical value in preschools by the preschool teacher students in their written documentation? - To what extent do the preschool teacher students’ practical digital examples show signs of added pedagogical value by successful ICT integration (i.e. to what extent do the preschool teacher students’ digital examples show signs of TPACK or other subdomains in the TPACK framework)
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| 9. |
- Holmberg, Jörgen, 1972-, et al.
(författare)
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An Interactional and Aligned Educational Design Framework to Support Teachers’ Pedagogical Reasoning
- 2022
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Ingår i: Handbook of Research on Transforming Teachers’ Online Pedagogical Reasoning for Engaging K-12 Students in Virtual Learning. - : IGI Global. - 9781799872221
-
Bokkapitel (refereegranskat)abstract
- This chapter presents and problematizes a theoretical design framework for understanding and supporting teachers’ pedagogical reasoning in online contexts. The framework synthesizes existing educational theories to illustrate how digital technologies can be used to create interactional and aligned educational designs and is therefore referred to as the IAED framework. The IAED framework can be used in teacher education and development programs, and by teachers, researchers, educational designers and others. In the chapter empirical examples and analysis are provided to illustrate and discuss how the IAED framework can be used to: (a) support teachers’ pedagogical reasoning and educational design practices, (b) evaluate existing educational designs and design practices, and (c) study educational designs and design practices, as well as (changes in) teachers’ pedagogical reasoning.
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| 10. |
- Holmberg, Jörgen, 1972-
(författare)
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Designing for added pedagogical value : A design-based research study of teachers’ educational design with ICT
- 2019
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- In an increasingly digitized world teachers are expected to take on the role of educational designers and use ICT to design in ways that add pedagogical value to teaching and learning. This thesis adopts a design-based research (DBR) approach to: (a) explore and contribute to the educational design processes of teachers of English as a foreign language in their efforts to use ICT for added pedagogical value, (b) examine how ICT is used in educational designs to create/contribute to what the teachers and students describe as added value and (c) explore, problematize and refine DBR as a research approach.Literature studies and a collaborative self-study preceded the DBR to guide its focus and implementation. The DBR was carried out over a period of two years in four upper secondary schools in Sweden in which every student had access to their own computer. The research data consists of: (a) audio recorded design conversations, (b) enacted educational designs and design elements as parts of these, (c) reflective log entries written by the participating teachers, (d) focus group interviews with students and (e) the researcher’s field notes.Six different theoretical frameworks and models are used in combination in the accompanying articles to analyze the data and achieve the three research aims. The findings show how teachers’ pedagogical reasoning and TPACK development are interconnected and reciprocal aspects of the educational design process and how the externalization of, and reflection on, these aspects is necessary to develop the specific and practical TPACK needed to realize design intentions in situated contexts. A number of challenges and opportunities in the educational process have been identified.Moreover, the findings show how ICT was used to contribute added value in educational designs by facilitating: (a) more authentic and seamless learning experiences in external online contexts with both in-class and out-of-class actors irrespective of time and place, (b) an exchange of digital knowledge representations of understanding and practice between different actors, e.g. for the purposes of modelling, supporting cognitive apprenticeship, meta-cognitive self-regulation and formative assessment and (c) new and extended forms of, and opportunities for, collaborative creation and meaning-making.The current common focus in DBR on the development of prescriptive design principles is problematized in relation to the findings of the thesis, which illustrate the complex and situated nature of the educational design process. A theoretically and empirically informed design framework (DF) is developed and used as a conceptual tool to guide and analyze educational design processes and enactments. The findings illustrate how the use of the DF and the process of collaborative design reflection contributed to the analysis of the teachers’ design intentions and de facto design practices and to a DBR format that allowed the participants to use their respective competencies in the development of educational designs for added value. The thesis thereby serves as an example of how DBR can be methodically implemented to study and generate increased knowledge about teachers’ design intentions and design practices, develop research-based educational designs in line with teachers’ pedagogical intentions and support their development as educational designers.
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| 11. |
- Holmberg, Jörgen, 1972-
(författare)
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Exploring theoretical development of Design Based Research: viewing design as reflective conversations with situations
- 2014
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Konferensbidrag (refereegranskat)abstract
- In a world of rapid technological change, where learners are becoming increasingly accustomed to new ways of finding information and communicating with each other, teachers are having to face up to the challenges and opportunities involved in learning how to successfully use technology in their teaching practices. The ongoing digitization of society also has epistemological consequences. Nowadays learning is often viewed as constructive, self-regulated, situated and collaborative (de Corte 2010) – and teaching is increasingly referred to as designing for learning(cf. Laurillard 2012; Olofsson & Lindberg Eds., 2012). Considerable investments are made around the world to introduce technology into schools, with the expectation that teachers will put it to good use (cf. Lim et al 2013). However, in order to do this, teachers need to learn how to master and integrate a new knowledge domain, i.e. technological knowledge, into their existing practices, and understand the reciprocal interaction between technology, pedagogy and content knowledge (cf. Mishra & Koehler 2008). Teachers are thus having to face a number of challenges in an already complex profession, where a multitude of factors have to be constantly taken into consideration and situated problem-solving strategies designed . Studying and elaborating how technology can be integrated into practice to help teachers successfully design for learning thus becomes a priority for teachers and it has been argued that it would be of high priority for educational researchers as well (cf. Laurillard 2012; Schleicher 2011). However, existing research on the educational use of digital technologies has been criticized of lacking theoretical grounding, providing limited empirical evidence and using ineffective research methodologies, thus providing limited advice to practitioners and limited evidence of the effects of digital technologies in learning. (cf. Bebell et al., 2010; Orlando 2009). This correlates with the identification of a widening gap between educational research and educational practice that is not just limited to the use of digital technologies (cf. Berliner 2008; Dumont & Istance 2010). It is argued that ‘too much research on learning is disconnected from the realities of educational practice and policy making’, and that ‘too many schools do not exemplify the conclusions’ drawn by such research, thus resulting in a situation in which (scientific) theory and educational practice are less informed by each other (Dumont & Instance 2010, p. 21).Design based research (DBR) is increasingly being considered as one way of informing research on teachers design with educational technologies and simultaneously contributing in closing the research-practice gap described above. However, the dual goals of DBR, i.e. practical design of working educational interventions and theory building on working design models and principles, makes it a potentially powerful, but also a very ambitious and complex endevour (cf. Anderson & Shattuck 2012; McKenney & Reeves 2012). Given that the researcher in DBR is both designer, implementer and evaluator there is an obvious risks for a conflict of interest, biased perspectives, and that taken for granted assumptions don’t become critically scrutinized. Considering the complexity of assessing if, how and why learning occurs, the generalizability of interventions designed in situated contexts into generic design principles as a viable goal of DBR must also be problematized. Thus, the aim of this conceptual paper is to make a contribution to the theoretical development of the DBR-concept by problematizing certain key-concepts and goals of DBR. This is primarily done by contrasting Simon’s and Schön’s views of design and discussing the potential of using Schön’s view of design as a reflective conversation with the situation as an alternative perspective in DBR research MethodAs hinted above a methodological approach has been to problematize certain key-concepts and goals used and expressed in previous DBR-research. For example, since teaching is increasingly being referred to as designing for learning, our understanding of the word design becomes important. Two influential thinkers in the field of design are Simon and Schön (Schön 1983, 1987, 1992; Simon 1969/1996, 1973). The works of Simon and his ‘paradigm of rational problem solving’ (cf. Dorst 2006) still heavily influence the fields of design methodology and are evident in design approaches for teaching and learning today (cf. Dorst 2006; Mor & Winters 2007). However, the current critique of educational research hinted at above in many ways echoes the critique that Schön directed against what he referred to as ‘the model of Technical Rationality’ and its consequences for research on design practice some 20-30 years ago. For this paper a review of earlier research on DBR and the main foci and presented outcomes us such research has been made. Moreover, a literature review of the research of Simon and Schön has been conducted and their views of design has been contrasted to account for two different ways of thinking about the process of design and research on this process. Schön’s concept of design as a reflective conversation with the situation has then been critically examined along with its usefulness as a conceptual tool in DBR on teachers design with educational technologies.Expected OutcomesThe paper 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 Schön’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 presents suggestions as to how Schön’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 design-based research approach suggested in this paper are discussed. Arguably such an approach could have the potential of increasing knowledge about principles and methods used by teachers to guide their framing, reflection-in-action and knowing-in-action. An increased knowledge of such framing principles, or principles for reflection-in-action, could be useful in teachers’ reflective conversations in different unique situations, thus increasing the potential for generalizability in DBR research. The formulation of such principles could also form the basis of a meta-language for talking about design. The DBR format would ensure that teachers and researchers are involved in the development of such a meta-language, thus making it understandable and potentially useful for both parties. However, it should be noted that despite the suggested possibilities of reflective DBR, a research approach as the one suggested in this paper must also be regarded as extremely challenging. In addition to the inherent challenges in DBR described in the paper, the challenges of trying to study and elaborate understanding of teachers’ knowing-in-action and reflection-in-action also need to be taken into consideration. Due to their tacit and esoteric nature, this would be no easy task.ReferencesAnderson, T., & Shattuck, J. (2012). Design-Based Research A Decade of Progress in Education Research? Educational Researcher, 41(1), 16–25. Bebell, D., O’Dwyer, L.M., Russell, M. & Hoffman, T. (2010) Concerns, considerations and new ideas for data collection and research in educational technology studies. Journal of Research on Technology in Education, 43(1), 29-52 Berliner, D.C. (2008) Research policy and practice: The great disconnect. In Lapan, S.D., & Quartaroli, M.T. (Eds.) Research essentials: An introduction to designs and practices (pp.295-325). Hoboken, NJ: Jossey-Bass. de Corte, E. (2010). Historical developments in the understanding of learning. In Dumont, H., Istance, D., & Benavides, F. (Eds.) The nature of learning: Using research to inspire practice (pp. 35-67). OECD Publishing Dorst, K. (2006) Design Problems and Design Paradoxes. Design Issues, 22(3), 4-17. Dumont, H., & Istance, D. (2010) Analysing and designing learning environments for the 21st century. In Dumont, H., Istance, D., & Benavides, F. (Eds.) The nature of learning: Using research to inspire practice (pp. 19-34). OECD Publishing Laurillard, D. (2012) Teaching as a Design Science: Building Pedagogical Patterns for Learning and Technology. London: RoutledgeFalmer Lim, C.-P., Zhao, Y., Tondeur, J., Chai, C.-S., & Tsai, C.-C. (2013). Bridging the Gap: Technology Trends and Use of Technology in Schools. Educational Technology & Society, 16 (2), 59–68. McKenney, S. & Reeves, T. C. (2012) Conducting Educational Design Research. London: Routledge Mishra, P. & Koehler, M. (2008). Introducing technological pedagogical content knowledge. Paper presented at the meeting of the American Educational Research Association, New York. Mor, Y. & Winters, N. (2007) Design approaches in technology-enhanced learning. Interactive Learning Environments, 15(1), 61-75. Olofsson, A., & Lindberg, J. (Eds.) (2012). Informed Design of Educational Technologies in Higher Education: Enhanced Learning and Teaching. Hershey, Pennsylvania: IGI Global. Orlando, J. (2009). Understanding changes in teachers’ ICT practices: A longitudinal perspective. Technology, Pedagogy and Education, 18(1), 33–44. Schön, D. (1983) The reflective practitioner: How professionals think in action. New York: Basic Books. Schön, D. (1987) Educating the reflective practitioner: Towards a new design for teaching in the professions. San Francisco: Jossey-Bass. Schön, D. (1992) The theory of inquiry: Dewey’s legacy to educat
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| 12. |
- Holmberg, Jörgen, 1972-
(författare)
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Field-testing a conceptual design framework to study teachers’ intentions with and use of educational technology
- 2016
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Konferensbidrag (refereegranskat)abstract
- In this paper, design framework is suggested as a conceptual construct in DBR to analyze and inform teachers’ design thinking and practical interventions in different educational contexts. In the study, Laurillard’s Conversational Framework is proposed as a potential basis for such a design framework and used as a conceptual lens with which to analyze how teachers use or envision using technology to support learning in one-to-one environments. The findings are presented in relation to a) the use of the Conversational Framework as a conceptual research tool and a potential design framework and b) the participating teachers’ visions for and practical use of technology to support students’ learning.
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| 13. |
- Holmberg, Jörgen, 1972-
(författare)
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Identifying the added pedagogical value in teachers’ educational designs with digital technologies
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Annan publikation (övrigt vetenskapligt/konstnärligt)abstract
- This research is part of a longitudinal design-based research (DBR) project in which the researcher collaborates with eight teachers of English as a foreign language. The objective of this study is to analyse the pedagogical use of ICT and the value this adds in educational designs that are described by teachers and students as having successfully supported learning during the DBR project.A design framework is used as a conceptual tool to support the creation, evaluation and elaboration of research-based and context relevant educational designs. Nvivo software is used for the thematic coding and analysis of multiple data sources.The findings show that the use of ICT added pedagogical value by enabling collaborative practices with peers and external actors in authentic contexts and empowered students as designers of their own meaning-making practices by affording and stimulating communication and reflection for learning in relation to knowledge representations of the teachers’, peers’, external actors’ and students’ own conceptual organisation and practice capabilities.Moreover, the findings illustrate how the use of ICT for added pedagogical value depended on the teachers’ willingness and abilities to reframe and develop their pedagogical reasoning and practices in relation to: the content to be taught, the students in question, possible pedagogical strategies and the available technologies. The article provides evidence-based examples of how technology can be used to add pedagogical value and shows that it is how teachers and students use the existing technology to support teaching and learning that determines whether value is added or not.
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| 14. |
- Holmberg, Jörgen, 1972-
(författare)
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Identifying the added pedagogical value in teachers’ educational designs with digital technologies
-
Annan publikation (övrigt vetenskapligt/konstnärligt)abstract
- This research is part of a longitudinal design-based research (DBR) project in which the researcher collaborates with eight teachers of English as a foreign language. The objective of this study is to analyse the pedagogical use of ICT and the value this adds in educational designs that are described by teachers and students as having successfully supported learning during the DBR project.A design framework is used as a conceptual tool to support the creation, evaluation and elaboration of research-based and context relevant educational designs. Nvivo software is used for the thematic coding and analysis of multiple data sources.The findings show that the use of ICT added pedagogical value by enabling collaborative practices with peers and external actors in authentic contexts and empowered students as designers of their own meaning-making practices by affording and stimulating communication and reflection for learning in relation to knowledge representations of the teachers’, peers’, external actors’ and students’ own conceptual organisation and practice capabilities.Moreover, the findings illustrate how the use of ICT for added pedagogical value depended on the teachers’ willingness and abilities to reframe and develop their pedagogical reasoning and practices in relation to: the content to be taught, the students in question, possible pedagogical strategies and the available technologies. The article provides evidence-based examples of how technology can be used to add pedagogical value and shows that it is how teachers and students use the existing technology to support teaching and learning that determines whether value is added or not.
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| 15. |
- Holmberg, Jörgen, 1972-, et al.
(författare)
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Planning and implementing in-service ICT-training to support development of higher education teachers’ technological pedagogical content knowledge
- 2013
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Ingår i: The Joy of Learning - Enhancing Learning Experience Improving Learning Quality.
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Konferensbidrag (refereegranskat)abstract
- Theoretical underpinnings in the planning of the in-service trainingThe rapid technological development and the growth of online learning, present new challenges for higher education teachers and institutions. Web 2.0 tools create new opportunities for teachers and students to communicate, collaborate and contribute by different modalities. The need for teachers to harness this potential in order to be able to respond to the changing needs and expectations of their students make in-service training of higher education online teachers a priority. What is often overlooked in in-service initiatives however, is that teachers have varying degrees of technological competence and pedagogical competence. They also teach different kinds of content to students with different pre-existing knowledge, etc. This poster presents the implementation and outcomes of two simultaneous in-service training initiatives at the University of Gävle, Sweden. The initiatives were aimed at developing online teachers’ ability to successfully integrate ICT in their teaching. When planning this initiative we deliberately wanted to avoid techno centrism and a narrow focus on standards or competencies. Instead we were inspired by Mishra & Koehler’s theoretical framework TPACK (Technological Pedagogical Content Knowledge) which recognises that developing the ability to successfully integrate ICT as a tool for learning means understanding the reciprocal relationship between technological knowledge, pedagogical knowledge and content knowledge (Mishra & Koehler 1986; 1987). Mishra & Koehler has built on Shulman’s (1986) pedagogical content knowledge (PCK) to create a conceptual framework that also includes technological knowledge and the ability to successfully integrate this with their pedagogical knowledge and content knowledge. In other words, a teacher that possesses TPACK knows how to successfully integrate ICT in their practice to create an added pedagogical value.
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| 16. |
- Holmberg, Jörgen, 1972-, et al.
(författare)
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Virtuella- och förstärkta verkligheter för skola och lärande : utmaningar och möjligheter
- 2022
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Ingår i: Digital teknologi for læring og undervisning i skolen. - Oslo : Universitetsforlaget. - 9788215053974 ; , s. 84-101
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Bokkapitel (refereegranskat)abstract
- I kapitlet presenterer vi utfordringer og muligheter med å bruke Virtual Reality (VR) og Agumented Reality (AR) i skolesammenheng. Vi presenterer og gjør rede for hva Virtual Reality (VR) og Agumented Reality (AR) er for noe samtidig som at vi diskuterer disse innovasjonene i lys av begrepet pedagogisk merverdi opp mot læring og undervisning. Vi viser til utprøvende arbeid med bruk av VR og AR med lærere og lærerstudenter ved en digital læringslab som er koblet til lærerutdanning og læringsprofesjon. På denne måten behandler vi; teknologiene som sådan, om de kan brukes til å skape pedagogisk merverdi, og hvilke forutsetninger lærere trenger for å utvikle en profesjonell digital kompetanse som gjør at de kan skape slik merverdi.
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| 17. |
- Rambaree, Komalsingh, 1970-, et al.
(författare)
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Enhancing Cultural Empathy in International Social Work Education through Virtual Reality
- 2023
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Ingår i: Education Sciences. - : MDPI. - 2227-7102. ; 13:5
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Tidskriftsartikel (refereegranskat)abstract
- School-based bullying is a major global social problem affecting societies around the world. It is argued that Virtual Reality (VR) offers benefits and possibilities in social work education. Within this context, a study was carried out with the aim of analysing students’ experiences with a school-based bullying scenario through Head-Mounted Display Virtual Reality (HMD VR), and exploring the pedagogical potential of this technology to support the enhancement of cultural empathy in international social work education. Using cultural competence and social constructivist perspectives focused on empathy theory, this article addresses the following research questions: How do the research participants describe experiencing the bullying scene with HMD VR? How do the research participants account for their HMD VR experiences in connection with empathy? How can the pedagogical use of HMD VR enhance international social work students’ cultural empathic skills? Data for the study were gathered through four Focus Group Discussions (FGDs) with 38 volunteer research participants based on their postexposure to a scenario on school-based bullying through HMD VR. ATLAS.ti v.23 software (Atlas.ti, Berlin, Germany) was used to undertake a deductive thematic analysis. The findings reveal that HMD VR plays an important role in enhancing different dimensions of empathy, which is an essential element in transformative learning in social work education. The overall implications of using HMD VR in international social work education for enhancing cultural empathy are discussed. The article concludes that HMD VR has a promising role; however, several ethical, practical, and pedagogical aspects need to be considered for this technology tool to provide the sought-after pedagogical value in social work education.
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