| 11. |
- Pareto, Lena, 1962-, et al.
(författare)
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Challenges of Implementing Interactivity in the Classroom
- 2014
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Ingår i: IRIS Proceedings. - Ringsted, Denmark. - 9788773498767
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Konferensbidrag (refereegranskat)abstract
- Digitalization of schools has been on the agenda for decades and has resulted in new demands on teachers' skills in order to implememt technology into teaching. Despite political reforms, investments in technology and continuing professional development (CPD) initiatives for teachers, research often shows slow changes and unequal implementation. This paper addresses the challenges teachers are facing when participating in a 2-year CPD project using a highly interactive technology in classroom settings. The study is based on 18 in-depth interviwes and 6 video recalled observation sessions. The results show how the actual classroom situation is being very intense for the teacher in their everyday work. We conclude that for teachers to transform their teaching practices using highly interactive ICT-based learning is associated with several challenges related to planning and execution, for the part of the teachers, at the same time as it can be beneficial for student learning.
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| 12. |
- Spante, Maria, 1967-, et al.
(författare)
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Cross-border collaboration in History among Nordic students : a case study about creating innovative ICT-didactic models
- 2013
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Ingår i: The European Conference on Technology in the Classroom Brighton, UK 2013 The European Conference on Technology in the Classroom Conference Proceedings 2013. - Naka Ward, Nagoya, Aichi Japan : The International Academic Forum (IAFOR). ; , s. 137-149
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Konferensbidrag (refereegranskat)abstract
- The larger Nordic project (GNU) aims at developing innovative cross-border teaching models in different subject domains i.e. math, language, science and social studies/history. This paper provides an in-depth description and analysis of how four social science/history teachers and their 70 students (5th-7th grade) worked together between November 2011 and December 2012. Previous research regarding use of ICT in history education in primary schools is limited (Haydn 2001, Lipscomb 2002) thus calling for contemporary investigations in this particular subject domain. The TPACK model, enhancing the combination of teachers pedagogical, content and technical competence (Koehler & Mishra 2006 and 2009) , was used as analytical framework together with nation specific curriculum and EU recommendations regarding students skills for lifelong learning (Recommendation 2006/962/EC).A range of empirical material was analyzed such as classroom observations, students video productions, texts and photos distributed and shared on a mutual blog, real time interaction (Adobe Connect) and teachers’ communication (e-mail, Google docs, wikis). The teachers tried out two ICT didactic models. In the asynchronous model, the major focus was on form and content of the video productions being shared whereas working with the synchronous model the major focus was on content and quality of the communication.Notwithstanding obstacles, cross-border collaboration provided added value. The nation specific differences triggered curiosity and motivation to produce digital presentations of history content to be understood by the students in the three nations and facilitating goal fulfillment in communication skills and digital competence. However, reaching subjectspecific goals in history persisted challenging.
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| 13. |
- Spante, Maria, 1967-, et al.
(författare)
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Developing teachers’ interactive competence with the support of video recalled interviews : a training method in the making – Some initial results and lessons learned
- 2012
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Ingår i: Society for Information Technology and Teacher Education - Mar 5-9, 2012 - Austin, TX. - Texas. ; , s. 1-8
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Konferensbidrag (refereegranskat)abstract
- This pilot study puts special emphasis on teachers' interactive competence. Interactive competence is defined as the teacher's ability to handle interaction with the students while incorporating interactive technology in the teaching situation. The focus of the study lies on the teacher's ability to manage an interactive digital artifact with built-in interactive features, and the interactions that exist between teacher and student, as well as on the teacher's way of dealing with student-to-student interactions during teaching sessions, on repeated occasions. The paper reports how two K-12 Swedish teachers themselves identify and manage their own competence development with the support of the method of video recalled interviews (VRI). Initial results suggest that the teachers in the study were mainly concerned about the social atmosphere in the classroom and how the teachers relate to students and less focused on how the interactive technology supports learning of the subject matter during the different sessions.
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| 14. |
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| 15. |
- Spante, Maria, 1967-
(författare)
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Talking heads on the internet : social interaction in a multi-user voice based 3d graphical environment
- 2011
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Ingår i: Proceedings of IRIS 2011.. - 9789521226489
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Konferensbidrag (refereegranskat)abstract
- This paper reports on the finding from a qualitative study which investigated how long-termusers of Traveler, a voice-based 3D online graphical environment launched in 1996 and stillrunning, experience their social relations in relation to this specific cue-rich communicationtechnology. The paper describes the subjective perceptions of the technology-mediated socialexperience such as the experience of social atmosphere in the community, of onlinefriendship, of the meaning of the online social interaction in the users' offline lives. The paperalso discusses the importance of these subjective experiences for motivation to regularly useTraveler. Conclusions drawn from the study suggest that it is crucial for users to have theability to handle the technical functions of the program in order to function socially in theenvironment such as using the functions of the graphical program and using the voice channelin a social significant way. As a result, in order to have a positive and meaningful socialexperience in online it is critical for users to adapt to technical as well as to social factors.This process of adaptation is very important since the way functions are used was interpretedas social signals by users suggesting that social and technical aspects are intertwined in socialpractice. The paper describes this process of adaptation and the positive social effects of asuccessful adaptation.
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| 16. |
- Sundberg, Bodil, 1966-, et al.
(författare)
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Disparity in practice : Diverse strategies among teachers implementing interactive whiteboards into teaching practice in two Swedish primary schools
- 2012
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Ingår i: Learning, Media & Technology. - : Taylor & Francis Group. - 1743-9884 .- 1743-9892. ; 37:3, s. 253-270
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Tidskriftsartikel (refereegranskat)abstract
- This paper reports on a project aimed at identifying and exploring the development and implementation processes of teaching practices with interactive whiteboards (IWBs) in two Swedish K-6 schools. The purpose of the project was to generate results and insights of value when preparing student teachers for professional use of IWBs and to give school leaders guidelines when implementing IWBs. A range of methods were used to collect rich and varied empirical materials in this exploratory project. Judging from our data, it was obvious that the implementation process of IWBs, just like other information and communication technology initiatives, is very technology-oriented, but also dependent on attitudes. Over the course of time in the project, different strategies emerged among the teachers regarding whether and how they used the IWBs in their lectures. It also became increasingly clear during the study that there is a distinction between technical interactivity and pedagogical interactivity. Our results further suggest that training is needed when introducing these boards for future users. This training should include both technical instructions and pedagogical discussions.© 2012 Copyright Taylor and Francis Group, LLC.
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